Basic Skills Skill and Attitudinal Survey
Spring 08 Results
Introduction
This study was designed to examine the impact of Basic Skills participation on the skills, attitudes, and expectations of participating students.
Method
A pre/post survey was used to measure change over time. The survey assessed students self-reported Writing, Reading, Math, Test-taking, and work completion skills (See Appendix A). The instrument also assessed students’ expectations that they would pass Math classes, English classes, and all classes, and graduate GC, reach their academic goals, and reach their professional goals. Two questions also assessed their perception of how well they fit in at the College and how comfortable they were at the College. Data was also collected on their language and ethnic background and whether or not they participated in Basic Skill Math classes, English classes, counseling, Writing Center, and Tutoring center.
The surveys were administered approximately four weeks into the semester, which was after the proposed pre-administration target date. The post surveys were administered during the last two weeks of the class.
Analyses tested the difference between participants’ pre and post scores. Additional multivariate analyses examined moderator and mediator effects.
A total of 107 students had both pre and post assessment results. Of these matched students, 57.9% reported participating in Basic Skills Math, 65% English, 39% Writing Center, 26% Tutoring Center, and 23% Counseling. The majority of study participants reported being Hispanic-American. Seventy-three percent reported that their first language was English.
Results
Paired sample t-tests revealed that study participants had a significant increase in self-reported writing (t[100] = -4.840, p < .000) and reading (t[101] = -2.219, p = .029) skills from pre to post assessment (See Appendix B). Another self-reported skill item, keeping up in classes also approached significant levels (t[97] = -1.946, p = .055). For all respondents, no significant increases were found with the other skill and attitudinal items. When each participation sub-groups (Math, English, Writing Center, Tutoring Center, and Counseling), were examined separately the pattern was similar to the full sample, with some notable differences.
Those who reported participating in Basic Skills Math or Basic Skills English had higher levels of increases in writing and reading skills and keeping up in classes, compared to those who did not report taking these classes. In secondary multivariate analysis (MANOVA), whether or not a student reported participating in Basic Skills classes did not seem to have a significant interaction effect.
Additionally, those who reported participating in the tutoring center were found to have significantly lower scores on the likelihood of passing all classes (t[27] = 2.173, p = .039). Also, for those who reported participating in the Writing Center were found to have a significant decrease (t[32] = 2.058, p = .048) in their reported level of fitting in at the school.
No significant interaction effects were found for ethnicity and first language background.
Discussion
Any discussion of the results of this study must include an acknowledgment of its weaknesses and limitations. Firstly, this study sample was composed of 107 matched respondents, while the pre-sample was 233. While remediation classes typically have below a 50% success rate, the matched sample may not be representative of the total population that enrolled in or completed these classes in Spring 08, thus affecting the results. With such a small sample, many of the statistical tests used lacked the power needed to demonstrate significant changes from pre to post or interaction effects. Another weakness of this study was that many of the pre surveys were administered some time after the semester began. Additionally, students’ expectations that they would reach their academic and professional goals were high at the pre level, thus not representing a normal distribution. As a result, it was difficult to demonstrate an increase when the initial scores were so high. Lastly, the study does not demonstrate a causal effect only that this group of students may or may not have increased their scores. Without a more rigorous design, these results are only suggestive of the changes that may occur over the course of the semester.
The statistical tests reveal that students reported a significant increase in self-reported writing and reading skills. This increase was particularly dramatic for those who reported in either Basic Skills Math and/or English participation (See Diagram 1). Additionally, skills at completing their class work significantly increased from pre to post administration. These findings might mean that these skills are more readily able to change, or even that perceptions of this skill are more readily changed. Nevertheless, students seem to being reporting gains in writing skills.
In the subgroup of participants who reported that they had participated in the writing center program, several attitudes surprisingly decreased. These decreases might be explained by the fact that only those students who are discouraged or are particularly struggling are likely to participate in the Writing Center. Thus, it is not surprising that this group may have lower scores from pre to post.
For other skill areas and expectations, it is troubling that none of these reached significant levels. This lack of significant findings can be explained by the relative low power of the small sample. Nevertheless, since these are just perceptions and attitudes one would hope that they would increase over the course of the semester.
Conclusions
· The study needs to be expanded and strengthened next semester.
· Encouraging news in regards to self-perceived writing and reading skills and completion of schoolwork.
· Other skill areas and expectations need further examination.
Appendix A: Survey
Emerging Scholars Program Survey
In order to help us improve our program, the administrators of the Emerging Scholars program would like to learn more about your skills and attitudes. Participation in this survey is voluntary. If you choose not to participate, it will not affect your status in the program or the class. Thanks for your time.
1). What is your birth date? ______/______/_____
2). Check what basic skills/developmental education classes and support services you participated in:
O Math
O English
O Writing Center
O Tutoring
O Counseling
O Other
3). How would you rate your skills in the following areas?
Very Bad Bad Good Very Good
Writing O O O O
Reading O O O O
Mathematics O O O O
Taking tests O O O O
Keeping up in classes O O O O
4). How likely do you think you will be to:
Not likely Kind of Likely Likely Very Likely
Pass your Math classes O O O O
Pass you English classes O O O O
Pass all your classes O O O O
Graduate Gavilan College O O O O
Reach your academic goals O O O O
Reach your professional goals O O O O
5) How comfortable do you feel here at Gavilan College?
O Not comfortable
O Kind of Comfortable
O Comfortable
O Very comfortable
6) How much do you feel like you fit in here at Gavilan College?
O Not at all
O A little
O Much
O Very much
7) What suggestions do you have to help improve the program?
Appendix B: T-Test Results