Title: INFLUENCE OF A COMMUNITY COLLEGE DEVELOPMENTAL EDUCATION WRITING COURSE ON ACADEMIC PERFORMANCE AND PERSISTENCE

Abstract

This study examined the relationships between first semester participation in a community college developmental writing course, short- and long-term academic performance, persistence, and goal attainment. The study examined whether developmental writing course participants as a result of their first semester participation, earned higher grades, completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates at the end of a three-year period following initial college enrollment when compared to nonparticipants.

Upon examination of the student distribution in the developmental classes, it was discovered that some students participated in the writing course during a later semester. Due to this discovery, the decision was made to (a) investigate the questions with the initial participants and nonparticipants and (b) investigate the same questions after recoding those students who took the course during a later semester and the nonparticipants.

The results indicated no significant differences in characteristics of age, gender, ethnicity, high school experience, writing test score, initial enrollment status, degree/certificate intent or transfer intent between initial participants and nonparticipants. A significant difference in ethnicity of those who participated in the developmental writing course during a later semester was found.

Significant differences were found for the grade point average between the initial participants and nonparticipants as well as later participants and nonparticipants. The English 101 grades were found to be significantly different for initial participants and nonparticipants, but not significant for later participants and nonparticipants.

A significant difference was found between initial participants and nonparticipants regarding credit hour completion percentage; however, no significant difference was found between later participants and nonparticipants. While examining persistence between initial participants and nonparticipants, no significant difference was found. The later participants and nonparticipants showed a significant difference in the number of semesters enrolled. The results indicated no significant differences in goal attainment and participation for initial participants, later participants, or nonparticipants.

The results of this study provide valuable insight for administration, advisors, faculty, students, and researchers. Overall, the researcher concluded that initial developmental education writing participants are more likely to have higher grade point averages and complete more of their credit hours.