Exploring effective support methods for developmental English students at an open-enrollment private university

Abstract

This action research study aimed to explore the reasons for low course completion and retention rates for students who take developmental English courses at an open-enrollment private university in New England and develop support methods that address the reasons for these low rates. The problem of low course completion rates and retention rates for students who take developmental English courses at post-secondary institutions is a national issue. Despite the efforts made at colleges and universities to improve outcomes for students who take developmental education courses, the problem persists. The first research cycle of this study suggested that the reasons for low course completion rates and retention rates are multifaceted, reflecting the complexities of students' lived experiences that affect their ability to succeed at post-secondary institutions. The second research cycle, the action step of this study, consisted of developing institutional support methods that addressed some of the reasons for low course completion and retention rates for this student population revealed during the first research cycle. The data for this research study were collected through semi-structured interviews, focus groups, and meeting observations. The transcripts, analytic memos, and field notes were analyzed and suggested that the low course completion and retention rates for students who take developmental English courses could be addressed by establishing support methods that focus on relationship building among students, faculty, and staff.--Author's abstract