Relationship Between Enrollment in a Compressed Course and Success in a Required English Sequence
Location
PARB 239 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Compressed courses are a popular way for students to learn the content in a shorter time. But does the compressed format adequately prepare students for success in the next course of the sequence? This study examined if course length (compressed vs full term) in an English Composition I course (ENGL 1101) had an impact on student outcomes in the next course in the sequence, English Composition II (ENGL 1102), and to determine if student type (traditional freshman, transfer, or non-traditional student) influenced success in English Composition II after taking English Composition I in a compressed term. The results from this study show no significant relationship between the success rates in ENGL 1102 for students who took ENGL 1101 in a compressed term compared to those who took ENGL 1101 in a full term. There was also no significant relationship between success rates in ENGL 1102 between the three student types after taking ENGL 1101 in a compressed term. This suggests that students who take an initial course in a compressed term can be successful in the next course in the sequence, regardless of student type.
Keywords
curriculum, course design, compressed, English
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Taylor, Audra, "Relationship Between Enrollment in a Compressed Course and Success in a Required English Sequence" (2022). Georgia Educational Research Association Conference. 15.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/15
Relationship Between Enrollment in a Compressed Course and Success in a Required English Sequence
PARB 239 (Second Floor)
Compressed courses are a popular way for students to learn the content in a shorter time. But does the compressed format adequately prepare students for success in the next course of the sequence? This study examined if course length (compressed vs full term) in an English Composition I course (ENGL 1101) had an impact on student outcomes in the next course in the sequence, English Composition II (ENGL 1102), and to determine if student type (traditional freshman, transfer, or non-traditional student) influenced success in English Composition II after taking English Composition I in a compressed term. The results from this study show no significant relationship between the success rates in ENGL 1102 for students who took ENGL 1101 in a compressed term compared to those who took ENGL 1101 in a full term. There was also no significant relationship between success rates in ENGL 1102 between the three student types after taking ENGL 1101 in a compressed term. This suggests that students who take an initial course in a compressed term can be successful in the next course in the sequence, regardless of student type.
