|Published online: April 27, 2015||$US5.00|
The number of academically underprepared Hispanic college students is increasing, and there is a need to adopt effective teaching tools to increase their academic achievement. Research has indicated the efficacy of web-enhanced instruction (WEI) in the classroom on student academic achievement, but a lack of research remains in regard to the relationship between WEI and the achievement of underprepared Hispanic college students taking developmental English courses. The goal of this quantitative, post hoc quasi-experimental pretest/posttest research study was to investigate if WEI in developmental English classes, as compared to traditional classes, was effective in increasing Hispanic college students’ ACCUPLACER English writing skills and grammar skills. Whether student attendance moderated between the type of course instruction and students’ ACCUPLACER posttest writing skills and grammar skills was also examined. Student archival data were utilized from a nonrandom sample of 156 Hispanic college students enrolled in eight developmental English sections at two campuses of South Texas College. A one-way repeated measures ANOVA was conducted to assess within-group (pre to posttest) changes in ACCUPLACER writing skills and grammar skills scores in the web-enhanced and traditional courses. A 2 X 2 ANCOVA was conducted to examine the main effect of course type and the interacting effects of course type and attendance on posttest writing and grammar scores differences across groups, while controlling for gender and pretest scores. The findings indicated that there was no statistically significant pre to posttest difference in the ACCUPLACER writing scores, F(1, 137) = 2.91, p = .09, yet there was a statistically significant pre to posttest difference in the ACCUPLACER grammar scores, F(1, 136) = 5.14, p = .03, between Hispanic college students in the web-enhanced developmental English classes and those in the traditional classes. After controlling for gender and pretest scores, there was no statistically significant moderating effect of attendance between the type of course and students’ posttest writing scores, F(1, 134) = 12.76, p = .19, and posttest grammar scores, F(1, 133) = .90, p = .52. Additional research, both quantitative and qualitative, is recommended to investigate the role of instructional technology on underprepared Hispanic college students’ performance.
|Keywords:||Web-Enhanced Instruction , Hispanic College Students, ACCUPLACER, Developmental English|
The International Journal of Learner Diversity and Identities, Volume 22, Issue 2, June 2015, pp.9-20. Article: Print (Spiral Bound). Published online: April 27, 2015 (Article: Electronic (PDF File; 481.663KB)).
Professor of English, Ashford University, Clinton, IA, USA