WWC review of this study

The effects of combining developmental education with life skills on first semester retention and first semester grade point average

Germano, D. M. (2007). Available from ProQuest Dissertations & Theses Global. (304701607). Touro University International.

  • Randomized Controlled Trial
     examining 
    138
     Students
    , grade
    PS

Reviewed: July 2021

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College GPA

Developmental success course vs. Business as usual

0 Days

Full sample - EN001 & HU105 vs. EN001;
93 students

2.29

2.07

No

--
More Outcomes

College GPA

Developmental success course vs. Business as usual

0 Days

Full sample - DSC vs. EN001;
93 students

2.16

2.07

No

--
Progressing in college outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Retention

Developmental success course vs. Business as usual

0 Days

Full sample - DSC vs. EN001;
93 students

77.78

47.92

Yes

 
 
29
 
More Outcomes

Retention

Developmental success course vs. Business as usual

0 Days

Full sample - EN001 & HU105 vs. EN001;
93 students

62.22

47.92

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 55%
    Male: 45%

  • Suburban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    New York
  • Race
    Black
    18%
    Other or unknown
    25%
    White
    57%
  • Ethnicity
    Hispanic    
    19%
    Not Hispanic or Latino    
    81%

Setting

The study is set at Briarcliffe College in Long Island, New York, a small, private college serving about 1,250 commuter students, most of whom are pursuing associate's degrees. The college had developed a new "developmental success course" (DSC) that combined developmental English content and life management skills to support students who entered with weak academic skills as indicated by their scores on the ACCUPLACER placement exam and a College Success survey of readiness to cope with college learning.

Study sample

Of the 138 study participants, sixty-two (44.9%) were male, and 76 (55.1%) were female. There were 106 participants under 23 years of age (77%), 27 (20%) between the ages of 24 and 34, and 5 (4%) over the age of 35. The average age of all study participants was 21.54 years (SD = 5.27). More than half (56.5%) were Caucasian, 18.1% were African American, and 25.4% were of an other race. Almost a quarter (18.8%) were Hispanic.

Intervention Group

The DSC course had 15 modules. The modules covered self-esteem and confidence building, goal setting, time management, study skills, note taking, test anxiety/test taking, critical thinking skills, listening skills, stress management, and multi-tasking. These topics were blended with the developmental English skills. The course met for 4 hours a week over 15 weeks (60 contact hours). In the existing combination - taking the two courses (EN001 & HU105) separately, the English class met for 3 hours a week over 15 weeks while the life management skills class also met for 3 hours a week over 15 weeks, for a total of 6 hours a week over the semester (90 contact hours).

Comparison Group

The developmental English course by itself (EN001) met for 45 contact hours (3 hours/week) and was grammar-focused with some reading and a lot of written homework.

Support for implementation

The courses each have clear, detailed syllabi.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top