View in EDS

A Meta-Analysis of the Effects of Developmental Studies Programs on College Student Achievement, Attitude, and Persistence.

Saved in:
Bibliographic Details
Title: A Meta-Analysis of the Effects of Developmental Studies Programs on College Student Achievement, Attitude, and Persistence.
Language: English
Authors: Burley, Hansel E.
Peer Reviewed: N
Page Count: 31
Publication Date: 1994
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Descriptors: Academic Achievement, Academic Persistence, College Students, Developmental Studies Programs, Educationally Disadvantaged, Effect Size, High Risk Students, Higher Education, Individual Development, Meta Analysis, Persistence, Program Evaluation, Remedial Programs, Student Attitudes, Student Improvement, Theory Practice Relationship
Geographic Terms: U.S.; Texas
Abstract: Because of the tremendous growth in college populations in the last 30 years, the number of programs designed to help underprepared students has grown significantly. Whether or not these programs work is still in question. This study used the meta-analysis techniques of Glas (1976) and Hedges (1985) to study a subset of developmental studies programs that did not specify the subject matter taught. Twenty-seven studies produced 40 effect sizes. The overall effect size was small (ES=.20). The effect size for achievement effects was smaller (ES=.134, K=23); larger for attitude effects (ES =.27, K=5); and larger still for persistence effects (ES=.30, K=12). However, the averaged effect sizes are all small. In these studies, for which the theoretical underpinnings of the program were unknown or unreported, college developmental studies programs perform as well as controls, but not necessarily better than controls. The cause of the poor performance of these programs probably is rooted in their nondescript nature. More study is needed. One figure and three tables are included. (Contains 19 references and a list of the 27 studies examined.) (Author/SLD)
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).
Journal Code: RIEOCT1994
Entry Date: 1994
Accession Number: ED371040
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED371040
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED371040
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Meta-Analysis of the Effects of Developmental Studies Programs on College Student Achievement, Attitude, and Persistence.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burley%2C+Hansel+E%2E%22">Burley, Hansel E.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1994
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Evaluative<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educationally+Disadvantaged%22">Educationally Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Programs%22">Remedial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Texas%22">U.S.; Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Because of the tremendous growth in college populations in the last 30 years, the number of programs designed to help underprepared students has grown significantly. Whether or not these programs work is still in question. This study used the meta-analysis techniques of Glas (1976) and Hedges (1985) to study a subset of developmental studies programs that did not specify the subject matter taught. Twenty-seven studies produced 40 effect sizes. The overall effect size was small (ES=.20). The effect size for achievement effects was smaller (ES=.134, K=23); larger for attitude effects (ES =.27, K=5); and larger still for persistence effects (ES=.30, K=12). However, the averaged effect sizes are all small. In these studies, for which the theoretical underpinnings of the program were unknown or unreported, college developmental studies programs perform as well as controls, but not necessarily better than controls. The cause of the poor performance of these programs probably is rooted in their nondescript nature. More study is needed. One figure and three tables are included. (Contains 19 references and a list of the 27 studies examined.) (Author/SLD)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEOCT1994%22">RIEOCT1994</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1994
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED371040
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED371040
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Educationally Disadvantaged
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: High Risk Students
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: U.S.; Texas
        Type: general
    Titles:
      – TitleFull: A Meta-Analysis of the Effects of Developmental Studies Programs on College Student Achievement, Attitude, and Persistence.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burley, Hansel E.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1994
ResultId 1