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Assessment of developmental educatio...

Cortez, Carrie L.

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Assessment of developmental education as a means to increase student retention: An action research study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessment of developmental education as a means to increase student retention: An action research study./
Author:	Cortez, Carrie L.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682204
ISBN:	9781321554588

Assessment of developmental education as a means to increase student retention: An action research study.
Cortez, Carrie L.

Assessment of developmental education as a means to increase student retention: An action research study. - 171 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

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

Successful remediation is a barrier faced by both students and colleges. Developmental education students make up the majority of the population entering community colleges. Developmental education students who do not persist affect retention rates. Improving retention has been a prolonged problem for community colleges. Plans to improve retention are often dependent on reviewing performance indicator reports. Retention statistics from quantitative reports limit an institution's ability to identify persistence issues. This action research study was designed to assess student persistence in developmental education using a qualitative instrument to improve the process of using only quantitative assessments in studies of student retention. The theoretical framework for this study included systems theory to design a systemic intervention to change the assessment process as a means to improve student retention. The method chosen for this study was a descriptive qualitative case study. Individual interviews were conducted with 15 student participants. Participants discussed experiences related to challenges with and perceptual needs for success in developmental education courses. Findings of this study provided qualitative data that identified collective challenges, effective factors, hindering factors, and improvement suggestions for success in remedial courses. These findings informed the development of a strategic plan that focuses on enhancing academic engagement among developmental education students. Recommendations for further research include the implementation of a follow-up qualitative assessment that allows a subsequent comparison of outcomes and an assessment of the strategic plan to determine the extent to which actions were implemented for effective planning.

ISBN: 9781321554588Subjects--Topical Terms:

2122836
Community college education.

Assessment of developmental education as a means to increase student retention: An action research study.
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245 1 0 $a Assessment of developmental education as a means to increase student retention: An action research study.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Carla Lane.
502 $a Thesis (D.Ed.)--Capella University, 2015.
520 $a Successful remediation is a barrier faced by both students and colleges. Developmental education students make up the majority of the population entering community colleges. Developmental education students who do not persist affect retention rates. Improving retention has been a prolonged problem for community colleges. Plans to improve retention are often dependent on reviewing performance indicator reports. Retention statistics from quantitative reports limit an institution's ability to identify persistence issues. This action research study was designed to assess student persistence in developmental education using a qualitative instrument to improve the process of using only quantitative assessments in studies of student retention. The theoretical framework for this study included systems theory to design a systemic intervention to change the assessment process as a means to improve student retention. The method chosen for this study was a descriptive qualitative case study. Individual interviews were conducted with 15 student participants. Participants discussed experiences related to challenges with and perceptual needs for success in developmental education courses. Findings of this study provided qualitative data that identified collective challenges, effective factors, hindering factors, and improvement suggestions for success in remedial courses. These findings informed the development of a strategic plan that focuses on enhancing academic engagement among developmental education students. Recommendations for further research include the implementation of a follow-up qualitative assessment that allows a subsequent comparison of outcomes and an assessment of the strategic plan to determine the extent to which actions were implemented for effective planning.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682204