Date

12-5-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Jeffrey Savage

Keywords

academic support, attrition, corequisite remediation, developmental education, nontraditional students, persistence

Disciplines

Educational Leadership

Abstract

This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.

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