東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effect of Success Rates for Engl...

Pearse, David R.

FindBook

Google Book

Amazon

博客來

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths./
作者:	Pearse, David R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27739952
ISBN:	9781658423670

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
Pearse, David R.

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 119 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2020.

This item must not be sold to any third party vendors.

This research study focused on the relationship between the modality of lecture delivery and the student success rates, the relationship between the class duration and the student success rates, and the relationship between accelerated duration/hybrid modality of lecture delivery and the student success rates. The study examined these relationships using historical data of the first-level college English composition class delivered at a community college. The success rates were reviewed for 8-week and 16-week terms delivered as face-to-face, hybrid/blended, and online. Success was defined as the student receiving an A, B, or C grade. A quantitative research design was utilized to evaluate 1,121 sections of ENGL 1301 with a total completed enrollment of 21,377 students for three semesters of classes offered at Tarrant County College in Fort Worth, Texas. The findings revealed no significant relationship between modality and success rates. There was a significantly higher relationship for success rate and completion rates for 8-week as compared to 16-week course lengths. Online and hybrid/blended classes had slightly greater success rates compared to face-to-face, but there was not a significant relationship. Online and hybrid/blended classes of 8-week duration provided the greatest percentages of successes and completions.

ISBN: 9781658423670Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Blended

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
LDR:02609nmm a2200397 4500 001 2266261
005 20200608092720.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9781658423670
035 $a (MiAaPQ)AAI27739952
035 $a AAI27739952
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pearse, David R. $3 3543447
245 1 4 $a The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Winnington, Jill.
502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be sold to any third party vendors.
520 $a This research study focused on the relationship between the modality of lecture delivery and the student success rates, the relationship between the class duration and the student success rates, and the relationship between accelerated duration/hybrid modality of lecture delivery and the student success rates. The study examined these relationships using historical data of the first-level college English composition class delivered at a community college. The success rates were reviewed for 8-week and 16-week terms delivered as face-to-face, hybrid/blended, and online. Success was defined as the student receiving an A, B, or C grade. A quantitative research design was utilized to evaluate 1,121 sections of ENGL 1301 with a total completed enrollment of 21,377 students for three semesters of classes offered at Tarrant County College in Fort Worth, Texas. The findings revealed no significant relationship between modality and success rates. There was a significantly higher relationship for success rate and completion rates for 8-week as compared to 16-week course lengths. Online and hybrid/blended classes had slightly greater success rates compared to face-to-face, but there was not a significant relationship. Online and hybrid/blended classes of 8-week duration provided the greatest percentages of successes and completions.
590 $a School code: 1961.
650 4 $a Educational technology. $3 517670
650 4 $a College administration. $3 3480538
650 4 $a Language arts. $3 532624
653 $a Blended
653 $a Community college
653 $a Gatekeeper
653 $a Graduation
653 $a Hybrid
653 $a Student success
690 $a 0710
690 $a 0279
690 $a 0446
710 2 $a Gwynedd Mercy University. $b Education. $3 3348766
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 1961
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27739952