Literaturnachweis - Detailanzeige
| Autor/in | Murphy, Norman L. |
|---|---|
| Institution | Texas Education Agency, Austin. Dept. of Occupational Education and Technology.; Texas Univ., Austin. Dept. of Educational Administration. |
| Titel | An Assessment of Remedial Education for Vocational-Technical Students in Selected Postsecondary Institutions in Texas. |
| Quelle | (1974), (161 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Community Colleges; Data Analysis; Demography; Grade Point Average; Literature Reviews; Locus of Control; Persistence; Postsecondary Education; Predictor Variables; Program Descriptions; Remedial Instruction; Research Methodology; Research Reports; Self Concept; Technical Education; Vocational Education; Texas |
| Abstract | The purpose of this investigation was to identify those demographic and programmatic (independent) variables which were the best predictors of student success in a remedial program, as measured by four different criterion (dependent) variables: grade point average, persistence, increase in internality in locus of control, and increase in self-concept. The demographic variables examined were age, sex, yearly family income, curriculum aspiration, and ethnic background. The programmatic variables isolated were individualized instruction, integrated vocational learning experiences, program focus on self-concept development, and volunteer instructors. In order to capture the programmatic variance unaccounted for by these selected variables, the program itself was regarded as a variable. The four programmatic variables examined were so highly correlated that individually they showed no significance. Together, however, they contributed a significant amount of variance in student GPA and changes in locus of control. Moreover, the only significant predictor of persistence was the remedial program which contained the most (three) program variables. Unidentified variables were operating in addition to the four specified to create this effect. No variables were found to be predictive of self-concept. Clearly, existing education technology is sufficiently powerful to enable high-risk students to succeed in postsecondary remedial programs. (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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