Academic self-concept of first-year community college students enrolled in developmental courses : an illustrative case study.
| dc.contributor.advisor | Guerra, Jennifer J. | |
| dc.creator | Alvaradous-Phillander, Petula, 1974- | |
| dc.creator.orcid | 0000-0002-3486-1971 | |
| dc.date.accessioned | 2024-07-30T12:46:01Z | |
| dc.date.available | 2024-07-30T12:46:01Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:02Z | |
| dc.description.abstract | One of the present challenges confronting American society is the need for more equitable access to education and career opportunities. Every year, many first-year college students need more academic skills. Community colleges’ open admission processes and low tuition rates offer viable choices for people seeking higher education (Dougherty & Kienzl, 2006; McKinney et al., 2015). Adopting a college developmental curriculum that meets learners’ requirements has unforeseen consequences (Cox, 2018; Woods et al., 2017). This qualitative, illustrative single-case research examines the effects of multiple developmental courses on students’ perceptions and how these experiences shape the self-verification of academic abilities and apprehension towards negative evaluation among first-year community college students enrolled in multiple developmental courses. I conducted a single case study to answer two research questions, which I designed using Hattie’s (2004) rope model of self-concept as a guide. The first research question focused on how first-year community college students described their academic self-concept after participating in two or more developmental courses. The second research question centered on the students’ characterization of their encounters with developmental education practices as they progressed through numerous developmental courses. I used a multiple-level analysis to collect and analyze the participant responses using a pre-interview questionnaire, semi-structured interviews, and a focus group discussion. The implications of this study’s findings extend to course instructors, academic advisors, and community college administrators. This study reveals the impact of multiple developmental courses on students’ perceptions and how these experiences influence first-year community college students enrolled in multiple development courses on their self-verification of academic abilities and apprehension toward negative evaluation by others. The results suggest that the integration of multiple developmental education strategies has the potential to enhance student’s learning experiences and increase their likelihood of achieving success. Improving a learner’s academic self-concept through instructional practices and institutional methods will increase the learner’s educational results. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12916 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Academic self-concept of first-year community college students enrolled in developmental courses : an illustrative case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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