Academic achievement and retention of community college students in English Composition after completion of traditional or computer-based developmental English

Barbara Taylor Gandy

Abstract

The purpose of this study was to compare the success rates in English Composition and the attrition rates of two groups of students at a Mississippi community college. The first group of students completed a traditional Developmental English course, and the second group completed a computer-based Developmental English course. This study included consideration of effects related to age, race, gender, and ACT English test sub-score. Data were collected for the study from official transcripts of the students enrolled in Developmental English classes. A total of 292 students were included in the study. Statistical analysis included multiple linear regression, in order to examine relationships between the two groups of students. Results available from the analysis of the data indicated that students in computer-based instruction (CBI) had higher grades in Developmental English than did students enrolled in traditional-based instruction (TBI). English Composition grades were nearly the same among the two groups. Attrition rates were found to be higher among adult students who did not have a reported ACT score.