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The effects of curricula delivered l...

Lawrence, Karina K. R.

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The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction./
Author:	Lawrence, Karina K. R.
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718004
ISBN:	9781321976656

The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction.
Lawrence, Karina K. R.

The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction. - 121 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The number of collegiately under-prepared college students is growing, requiring greater time spent in remediation for the basics of reading, writing, math, and fundamental college level preparedness. The research question was, "What is the relationship between writing scores and writing interventions, embedded in the curriculum of cross-discipline courses, for students whose writing assessment scores indicate the need for a writing intervention?" The focus of this quantitative study using a quasi-experiment with pre-formed, intact college classes as groups was to determine if there was a relationship between a writing intervention and writing scores. The independent variable was the treatment group, which received a writing intervention, and the dependent variable was the control group, which received no intervention. The population of the study was adult college students in two-year and four-year colleges. Participants in the study were from several colleges in California, one, a state university, and two community colleges with multiple campuses. The group sample sizes were 79 for the intervention group, and 115 for the control group. The study used a t Test analysis to compare the treatment group's pre-and post means before and after an intervention, as well as comparing the post means of the treatment and control groups. The findings were that for the treatment group, the mean score of 8.32 on the post score was significantly greater at p < .01 than the mean score on the pre test, 7.47, with a significant correlation between the two variables, r = .216, p <.01. The results of the research can be utilized to experiment with other embedded interventions in instruction and curriculum.

ISBN: 9781321976656Subjects--Topical Terms:

543202
Adult education.

The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction.
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100 1 $a Lawrence, Karina K. R. $3 3186704
245 1 4 $a The effects of curricula delivered learning assistance: Cross-discipline learning assistance through curriculum based assessment, intervention, and instruction.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Emily Leggett.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The number of collegiately under-prepared college students is growing, requiring greater time spent in remediation for the basics of reading, writing, math, and fundamental college level preparedness. The research question was, "What is the relationship between writing scores and writing interventions, embedded in the curriculum of cross-discipline courses, for students whose writing assessment scores indicate the need for a writing intervention?" The focus of this quantitative study using a quasi-experiment with pre-formed, intact college classes as groups was to determine if there was a relationship between a writing intervention and writing scores. The independent variable was the treatment group, which received a writing intervention, and the dependent variable was the control group, which received no intervention. The population of the study was adult college students in two-year and four-year colleges. Participants in the study were from several colleges in California, one, a state university, and two community colleges with multiple campuses. The group sample sizes were 79 for the intervention group, and 115 for the control group. The study used a t Test analysis to compare the treatment group's pre-and post means before and after an intervention, as well as comparing the post means of the treatment and control groups. The findings were that for the treatment group, the mean score of 8.32 on the post score was significantly greater at p < .01 than the mean score on the pre test, 7.47, with a significant correlation between the two variables, r = .216, p <.01. The results of the research can be utilized to experiment with other embedded interventions in instruction and curriculum.
590 $a School code: 1351.
650 4 $a Adult education. $3 543202
650 4 $a Curriculum development. $3 684418
650 4 $a Educational evaluation. $3 526425
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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