An investigation of attitudes and perceptions of the quality of developmental courses for incoming freshman, program completers, and selected institutions of higher learning instructors at a selected four-year institution: implications for student success

Collection:
Atlanta University and Clark Atlanta University Theses and Dissertations
Title:
An investigation of attitudes and perceptions of the quality of developmental courses for incoming freshman, program completers, and selected institutions of higher learning instructors at a selected four-year institution: implications for student success
Creator:
Coleman, Sara Elizabeth
Date of Original:
2010/2019
Subject:
Degrees, Academic
Dissertations, Academic
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
dissertations
theses
Type:
Text
Format:
application/pdf
Description:
Degree Type: dissertation
Degree Name: Doctor of Education (EdD)
Date of Degree: 2013
Granting Institution: Clark Atlanta University
Department/ School: Department of Educational Leadership
The purpose of the study was to investigate the quality and effectiveness of developmental/remediation courses in higher education for those students who are considered to be incoming freshman and the implications for student success. Additionally, a close examination of the attitudes of freshman students, program completers, and selected instructors, as well as their perceptions of the quality and effectiveness of the developmental program was also investigated. This study examined the attitudes and perceptions of the quality of developmental courses for incoming freshman at selected four-year institutions. It further utilized the data from this disposition study to address implications for student success in institutions of higher learning. Specifically, dispositions and demographic data were gathered and analyzed. Forty freshman students participated in a survey developed by the researcher in collaboration with professors at Clark Atlanta University. Four program completers were asked to respond to a total of five questions via a focus group conducted by the researcher. Three selected institutions of higher learning (IHL) instructors were asked to respond to a total of five questions on a person-to-person basis. A total of 47 individuals were used in this study.
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.td:2013_coleman_sara_e
Language:
eng
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

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