| The purpose of this study was to describe students' performance, experience, knowledge, and perceptions while enrolled in a developmental English program designed to prepare community college students for successful completion of a basic English class through the use of computer-assisted instruction. The participants in this study were traditional and non-traditional male and female adults who attended John A. Logan College. Information was collected for developmental students who were enrolled during the Fall 1994, Spring 1995 and Spring 1996 semesters. Participants took the Asset Test which determined the level of entry for developmental English course or courses. During the Fall 1994 and Spring 1995, a total of 4,367 students took the writing and reading skills tests. Of those 4,367 students, 959 (21.9%) scored in the remedial range while 1,089 (24.9%) scored in the decision zone (recommended but not required). In addition to the Asset Test, the ACT scores were used.; During the Fall 1994 and Spring 1995 semesters, students enrolled in developmental English courses, English 052 (writing) and English 053 (reading), were included in this study. Focus group interviews were conducted with participating instructors and a select group of students enrolled in English 052.; A total of 448 subjects participated in the convenience sample of English courses at John A. Logan College. Of the total number of subjects, 446 subjects were students and two instructors who participated in a focus group interview and observations. Two hundred and twenty-eight subjects were participants in the surveys while the remaining subjects were tracked with grades and computer lab usage. The results of the description revealed that 50% of the developmental English students enrolled in English 101 earned a "C" or better with computer assisted instruction. Students perceive that they benefitted from computer assisted instruction in English, experienced a positive learning experience, and gained transferable skills. |
