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1970•ETS Research Bulletin SeriesOpen access

EFFECTIVENESS OF REMEDIATION IN JUNIOR COLLEGE1

Amiel T. Sharon

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Abstract

ABSTRACT Randomly selected groups of students required to take remedial courses at two community colleges were placed in regular courses on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, interest, motivation, persistence, and performance. The English remedial course had no effect on student satisfaction but produced a small improvement in subsequent performance. The mathematics remedial course eliminated some of the dissatisfaction with the regular course and had a significant effect on subsequent course work. The placement procedures appeared to be more effective in assigning students to appropriate mathematics than to English courses.

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ABSTRACT Randomly selected groups of students required to take remedial courses at two community colleges were placed in regular courses on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, interest, motivation, persistence, and performance. The English remedial course had no effect on student satisfaction but produced a small improvement in subsequent performance. The mathematics remedial course eliminated some of the dissatisfaction with the regular course and had a significant effect on subsequent course work. The placement procedures appeared to be more effective in assigning students to appropriate mathematics than to English courses.

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Available abstract

ABSTRACT Randomly selected groups of students required to take remedial courses at two community colleges were placed in regular courses on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, interest, motivation, persistence, and performance. The English remedial course had no effect on student satisfaction but produced a small improvement in subsequent performance. The mathematics remedial course eliminated some of the dissatisfaction with the regular course and had a significant effect on subsequent course work. The placement procedures appeared to be more effective in assigning students to appropriate mathematics than to English courses.

Key concepts: Remedial education, Mathematics education, Psychology

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