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.
| Identifer | oai:union.ndltd.org:nova.edu/oai:nsuworks.nova.edu:fse_etd-1032 |
| Date | 01 January 2015 |
| Creators | Hauptmann, Paul Andrew |
| Publisher | NSUWorks |
| Source Sets | Nova Southeastern University |
| Detected Language | English |
| Type | campusdissertation |
| Format | application/pdf |
| Source | Theses and Dissertations |
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