Title

Do 5-week, Time-compressed, Face-to-face Summer Courses Increase Course Retention Rates of Students at a 2-year College

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Education Leadership EdD

Date of Award

Summer 2018

Abstract

The purpose of this study was to examine College Algebra and Composition I course retention rates of students enrolled in 5-week, time-compressed, face-to-face summer courses compared to traditional 16-week, face-to-face fall courses as a comparable course delivery method. The study used a non-experimental, quantitative design with statistical analysis employing a chi-square test of independence. The results of the study indicated that no statistically significant difference existed in course retention rates of 5-week, time-compressed, face-to-face summer courses compared to traditional 16-week face-to-face fall courses in either College Algebra or Composition I.

Advisor

Charlotte Larkin

Subject Categories

Education | Higher Education

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