Publication Date

1-1992

Advisor(s) - Committee Chair

Emmett Burkeen, Charles Crume, Jianliang Wing

Degree Program

Educational Leadership

Degree Type

Education Specialist

Abstract

The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students.

Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years.

A comparison of student retention for the four academic years of this study produced the following results:

  1. All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA

  2. At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school

  3. At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school

  4. At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work.

First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison.

Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group.

At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention.

Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Higher Education Administration

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