A study of the student success, achievement, persistence and retention of online developmental students enrolled in eLearning developmental English courses compared to traditional instructor-led developmental courses
Mississippi State University
Fincher, Mark E.
Coats, Linda T.
Johnson, Susan Mitzy
King, Stephanie B.
Blackbourn, Richard L.
Date of Degree
Original embargo terms
Visible to MSU only for 3 years
Dissertation - Campus Access Only
Community College Leadership
Doctor of Philosophy
College of Education
Department of Leadership and Foundations
The purpose of this study was to examine achievement, retention, persistence, and success of Mississippi community college students who began in a developmental English course and eventually completed Composition I, a college-level course. This study examined the effects of utilizing online instruction via eLearning courses compared to traditional instructor-led instruction. The population of the study consisted of students enrolled in developmental English during the fall 2015 semester; and tracked their performance through the completion of Composition I. A Chi-Square test was utilized to address the each research question analyzing students’ use of a traditional face-toace instructional approach for developmental English and those using an online instructional approach for developmental English. The results show that students utilizing traditional instruction delivery for developmental English courses, out-performed students who took developmental English courses online in the areas of success, course retention and persistence rates. When measuring success in Composition I, the results were very close, however the online students had a higher percentage of passing grades 47.2%, when compared to traditional classroom students. Finally, when analyzing the results based on demographics, there was a higher percentage of students who passed the developmental course in the classroom when they are age 22 or younger, female, or black.
Fort, Jadah, "A study of the student success, achievement, persistence and retention of online developmental students enrolled in eLearning developmental English courses compared to traditional instructor-led developmental courses" (2019). Theses and Dissertations. 303.