The problem focuses on the lack of research about situational variables, such as employment status, which affects students attending community colleges. The purpose of the quantitative ex post facto study is to examine whether developmental status and employment status significantly differ in post-developmental achievement at Central Carolina Community College (CCCC) during the Fall 2007 semester. Hypothesis testing revealed that no statistically significant differences (p < .05) existed between employment status and developmental status in post-developmental achievement. The conclusions support the need for an examination of the learning and evaluation rubrics currently used in the college classroom and expansion of academic assistance center operations.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/03, Dissertation Abstracts International|
|Subjects:||Community college education, Vocational education|
|Keywords:||Achievement, Community colleges, Developmental status, Employment status, Student achievement|
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