Because of the rapid advancements being made in the field of knowledge, educators, as well as those in other fields, must periodically take inventory. Current practices, policies, and methods must be carefully scrutinized to determine if they are the most effective. The group or class method of instruction is one such area. The current philosophy of education held in many parts of the United States today places a great deal of importance upon the individual child. Numerous programs have been inaugurated to give the individual child as much attention as possible and still be able to have a class large enough to be practical financially. This task becomes increasingly difficult when the range of abilities within each classroom is so great. It isn't uncommon in the upper elementary and secondary classes to find a spread of from six to nine years difference in ability or achievement within one classroom. Not only do we have the problem of range within the classroom, but with the increasing school population of today, classes have grown to a prohibitive size. Add these and other problems that stem from the pressures of present day society together, and even with the best possible teacher, we get only average results.

This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.