The Effect of Self-Remediation Activities on Undergraduate Student Retention

Ciampa, Mark; Revels, Mark
January 2012
Kentucky Journal of Excellence in College Teaching & Learning;2012, Vol. 10, p88
Academic Journal
Student performance remediation is an ongoing issue in higher education due to the need for student retention. However, remediation is costly. For example, it is estimated the total annual cost of remedial courses across all types of higher education in 1998 was between one and two billion dollars. In the current financial environment, these additional costs will likely come under increased scrutiny. This study employed empirical research methods on undergraduate participants in order to explore the effect of student self-remediated learning as evidenced by pre- and posttest scores, and to provide research-based recommendations for educators charged with course delivery or management of remediation programs. Specifically, a repeated-measures analysis of variance was conducted in order to explore the extent to which exam scores could be predicted based on student term as well as course section. The results of the analysis did not indicate that either measures of student term or course section were significantly associated with exam scores. Observed power was found to be very low with regard to these effects, indicating a low probability that significant effects would be found even if they do exist in the larger population. Thus, student self-remediation without instructor involvement provided a larger increase between pre- and posttest scores than student self-remediation with instructor involvement.


Related Articles

  • A Flipped Classroom Experience: Approach and Lessons Learned. Bachnak, Rafic; Maldonado, Sofía Carolina // Proceedings of the ASEE Annual Conference & Exposition;2014, p1 

    While a number of issues affect student success, an area of great concern is student retention. Studies have shown that students are more likely to stay in college if they have clear goals, are active learners, and are active participants in classroom activities. In other words, students learn...

  • Dropout rate reducing strategies in Denmark and in Hungary. Schmitsek, Szilvia // Educational Research (2141-5161);Dec2012, Vol. 3 Issue 12, p905 

    The focus of my research is to reveal the efficiency of Hungarian and Danish dropout-rate reducing strategies, good practices in order to help the population concerned reintegrate into the education system and/or the world of work and above all into society. In addition, my aim is to make a...

  • Classroom Learning Communities' Impact on Students in Developmental Courses. Baier, Stefanie T.; Gonzales, Sandra M.; Sawilowsky, Shlomo S. // Journal of Developmental Education;Spring2019, Vol. 42 Issue 3, p2 

    Developmental courses help academically underprepared students to succeed in college. Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developmental students in classroom learning communities differed with...

  • Grade-Level Retention: Not Always a Positive Strategy. Venable, Sheryl // National Teacher Education Journal;Fall2015, Vol. 8 Issue 3, p55 

    Despite the research available on the negative aspects of retention, many teachers are not fully aware of the research and tend to think of retention as the best way to help struggling students achieve academically. The purpose of this article is to delineate some of the negative as well as some...

  • Attracting and Retaining Women in Undergraduate Engineering Programs - A Case Study. Imran, Ahmed; Kalil, Mohamed Nasor M.; Hayati, Fahar Ghalib // Proceedings of the ASEE Annual Conference & Exposition;2014, p1 

    Gender disparities in engineering educational programs have been a cause of concern globally. Such disparities can lead to inequalities in professions with related social effects. In this case study, gender based analysis is performed on statistical data of students admitted to undergraduate...

  • Practicing What We Teach: Applying Organizational Behavior Theory to Academic Success. Daily, Bonnie F.; Bishop, James W.; Maynard-Patrick, Stephanie // Journal of Managerial Issues;Spring2013, Vol. 25 Issue 1, p8 

    Institutions of higher learning are concerned with student performance, retention, and graduation rates. The authors believe an important stream within business scholarship, Organizational Behavior (OB), may provide vital insights regarding factors impacting student success. This paper aims to...

  • Academic Success and Retention: The Role of Recreational Sports Fitness Facilities. Danbert, Samantha J.; Pivarnik, James M.; McNeil, Richard N.; Washington, Ira J. // Recreational Sports Journal;Apr2014, Vol. 38 Issue 1, p14 

    This study evaluated the role of a university recreational sports and fitness center, in students' academic success. Study participants included freshmen at a large Midwestern university (n = 4,843; 56% women; 67% white). Recreational sports fitness facility members (students who purchased a...

  • The Societal Benefits and Costs of School Dropout Recovery. Catterall, James S. // Education Research International;2011, Vol. 2011, p1 

    This article reports an analysis of the societal benefits and costs of recovering school dropouts. Successful recovery is defined by subsequent graduation from high school. The analysis is based on established estimates of the societal costs of dropping out including reduced government tax...

  • Incorporating Academics Into Workplace Rhythms. SPARKS, SARAH O. // Education Week;6/6/2013, Vol. 32 Issue 34, p10 

    The article discusses efforts to engage students who don't respond to the traditional academic environment in U.S. high schools through creating educational programs that mirror workplace environments, commenting on the importance of alternative education programs to prevent dropouts.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics