CONCEPT PAPER The academic success of students enrolled in condensed and full-semester courses at a...

CONCEPT PAPERCONCEPT PAPERThe academic success of students The academic success of students

enrolled in condensed and full-enrolled in condensed and full-semester courses at a two-year semester courses at a two-year

college: college:

A Mixed-Methods studyA Mixed-Methods study

ACED 9420ACED 9420Issues in Adult and Career Issues in Adult and Career

EducationEducationFall 2004Fall 2004

Concept of ResearchConcept of Research

Purpose: To examine the academic Purpose: To examine the academic success of students enrolled in condensed success of students enrolled in condensed college courses, and students enrolled in college courses, and students enrolled in the same course taught for a full the same course taught for a full semester. semester.

Research design: A mixed-methods Research design: A mixed-methods examination, with a quantitative portion examination, with a quantitative portion to determine if there was any statistically to determine if there was any statistically significant difference in student academic significant difference in student academic performance, and a qualitative portion to performance, and a qualitative portion to explore the reasons behind the difference.explore the reasons behind the difference.


Enrollment in condensed and shortened Enrollment in condensed and shortened semester courses at Abraham Baldwin semester courses at Abraham Baldwin Agricultural College (ABAC) has steadily Agricultural College (ABAC) has steadily increased. increased.

May semester: 15 class sessions over three May semester: 15 class sessions over three weeks, each session lasting three hours. weeks, each session lasting three hours.

The same academic material taught to the The same academic material taught to the same standard as during a full-length same standard as during a full-length semester, each of the class sessions semester, each of the class sessions approximated three of the 50-minute approximated three of the 50-minute classes. classes.

Popular with students, very successful Popular with students, very successful from viewpoint of grades, failures, and from viewpoint of grades, failures, and number of students dropping from courses.number of students dropping from courses.


Half-semester versions of full-semester Half-semester versions of full-semester courses – called Session A and B. Same courses – called Session A and B. Same course content, same academic course content, same academic standard, only meet twice as often for standard, only meet twice as often for half the length of a full academic half the length of a full academic semester. semester.

Anecdotal evidence from instructors Anecdotal evidence from instructors

report greater student participation in report greater student participation in discussions, less absences, higher discussions, less absences, higher grades awarded, less failures, and less grades awarded, less failures, and less withdrawals from the courses. There withdrawals from the courses. There appears to be an equal amount of appears to be an equal amount of student satisfaction with these courses.student satisfaction with these courses.


Establish is whether there is, in Establish is whether there is, in fact, greater academic success in fact, greater academic success in these shortened or condensed these shortened or condensed semesters than in the same course semesters than in the same course taught for a full semester. taught for a full semester.

Does student success result from a Does student success result from a lessening of academic standards, lessening of academic standards, or a less-rigorous curriculum being or a less-rigorous curriculum being presented by the instructors?presented by the instructors?


Night or weekend courses. These types of Night or weekend courses. These types of courses usually attract the older non-courses usually attract the older non-traditional college student and are usually traditional college student and are usually taught by adjunct instructors. These types taught by adjunct instructors. These types of courses will of courses will notnot be a part of the study for be a part of the study for those same reasons. those same reasons.

Three formats to be examined are those Three formats to be examined are those offered to traditional and non-traditional offered to traditional and non-traditional students, on the main college campus, students, on the main college campus, during traditional class hours. during traditional class hours.

The courses would be taught by the same The courses would be taught by the same instructor in each of the three formats.instructor in each of the three formats.


Assuming the course material to be the Assuming the course material to be the same, greater student success in the same, greater student success in the same course, taught by the same same course, taught by the same instructor, during condensed-semester instructor, during condensed-semester time frames, should be the result of time frames, should be the result of student factors or the shortened structure student factors or the shortened structure of the course itself.of the course itself.

Three different disciplines would indicate Three different disciplines would indicate

whether student success in any whether student success in any condensed course could be attributed to condensed course could be attributed to the subject matter. If a particular subject the subject matter. If a particular subject was academically “harder” than others, it was academically “harder” than others, it would be expected to retain its “hard” would be expected to retain its “hard” status relative to the other subjects when status relative to the other subjects when the course lengths changed.the course lengths changed.


The participants would be students The participants would be students enrolled in full semester courses, the half-enrolled in full semester courses, the half-semester “Session A” or “B” courses, and semester “Session A” or “B” courses, and the condensed “May-Mester” at Abraham the condensed “May-Mester” at Abraham Baldwin Agricultural College. Baldwin Agricultural College.

Students from three different academic Students from three different academic disciplines, Math/Science, English, and disciplines, Math/Science, English, and Social Science. Social Science.

Courses with a like-number of students Courses with a like-number of students enrolled would be selected, without any enrolled would be selected, without any prior examination of the student prior examination of the student demographics in either course. demographics in either course.

The students would be administered a The students would be administered a basic questionnaire concerning their age basic questionnaire concerning their age and academic background. and academic background.


Volunteers from each course would be Volunteers from each course would be solicited for later qualitative interviews. solicited for later qualitative interviews. An equal number of students would be An equal number of students would be interviewed from each course; at least interviewed from each course; at least two students from each course would be two students from each course would be selected from the volunteers.selected from the volunteers.

The qualitative data analysis would The qualitative data analysis would address student perception of the course address student perception of the course and the reason for their academic success and the reason for their academic success during 30 to 60 minute interviews, using during 30 to 60 minute interviews, using phenomenological method to obtain their phenomenological method to obtain their subjective appraisal of the course subjective appraisal of the course experience.experience.


Interviews would attempt to address whether Interviews would attempt to address whether success in a course was related to their age, success in a course was related to their age, prior academic experience, other personal prior academic experience, other personal factors such as motivation or interest in the factors such as motivation or interest in the subject material, the structure of the course subject material, the structure of the course itself, or some other factor which contributed itself, or some other factor which contributed to their academic success. to their academic success.

Of particular interest would be whether the Of particular interest would be whether the students received the grade they expected to students received the grade they expected to receive in the course, what factors they felt receive in the course, what factors they felt impacted the grade they received in the impacted the grade they received in the course, and what factors led to their decision course, and what factors led to their decision to select the half-semester format for that to select the half-semester format for that particular course. particular course.

Major Unanswered QuestionsMajor Unanswered Questions

The first issue of the research design The first issue of the research design appears to be supported by the literature appears to be supported by the literature review - that there is a higher degree of review - that there is a higher degree of academic success by students enrolled in academic success by students enrolled in shortened-semester courses, and that the shortened-semester courses, and that the students received the same course students received the same course material as presented to students in the material as presented to students in the same courses taught for the full semester. same courses taught for the full semester.

One alternative hypotheses is that One alternative hypotheses is that students enrolled in the shorter courses students enrolled in the shorter courses are better prepared, more experienced, or are better prepared, more experienced, or older than those in the full-semester older than those in the full-semester courses. This subject is the topic of my courses. This subject is the topic of my research in RSCH 9860 this semester.research in RSCH 9860 this semester.


The three research hypotheses to be tested this The three research hypotheses to be tested this semester are:semester are:– Hypothesis 1: Greater academic success of students in Hypothesis 1: Greater academic success of students in

half-semester courses is age-related: the older a half-semester courses is age-related: the older a student is – the greater their academic success (final student is – the greater their academic success (final grade) will be.grade) will be.

– Null Hypothesis #1: There is no relationship between Null Hypothesis #1: There is no relationship between age and academic success (final grade) of students in age and academic success (final grade) of students in half-semester courses.half-semester courses.

– Hypothesis #2: Greater academic success of students in Hypothesis #2: Greater academic success of students in half-semester courses is related to previous academic half-semester courses is related to previous academic experience: students who have completed or enrolled experience: students who have completed or enrolled in more semester hours prior to beginning the half-in more semester hours prior to beginning the half-semester course will receive a higher final grade than semester course will receive a higher final grade than those will less previous academic experience.those will less previous academic experience.

– Null Hypothesis #2: There is no relationship between Null Hypothesis #2: There is no relationship between prior academic experience and academic success (final prior academic experience and academic success (final grade) in a half-semester course.grade) in a half-semester course.

– Hypothesis #3: Academic success in the half-semester Hypothesis #3: Academic success in the half-semester course is related to the course structure – meeting five course is related to the course structure – meeting five days a week over eight weeks.days a week over eight weeks.

– Null Hypothesis #3: Academic success in a half-Null Hypothesis #3: Academic success in a half-semester course is not related to the course structure.semester course is not related to the course structure.


Students’ motivation for selection of Students’ motivation for selection of condensed courses. The problem of condensed courses. The problem of “selection bias” may still be present, but “selection bias” may still be present, but examination of the demographic data and examination of the demographic data and qualitative interviews addressing the qualitative interviews addressing the students’ motivations for selecting course students’ motivations for selecting course format, will hopefully resolve this issue.format, will hopefully resolve this issue.

The possibility of the “Hawthorne effect.” The possibility of the “Hawthorne effect.” As the research will involve the same As the research will involve the same instructors over a full academic year, will instructors over a full academic year, will the fact that their students’ success is the fact that their students’ success is being studied impact on the professor’s being studied impact on the professor’s style of teaching in any particular session style of teaching in any particular session format? This issue, as well as other format? This issue, as well as other teacher-related influences will need to be teacher-related influences will need to be addressed.addressed.


The application of “Parkinson’s Law.” The application of “Parkinson’s Law.” “Work expands so as to fill the time “Work expands so as to fill the time available for its completion.” available for its completion.”

In time-shortened sessions, the students In time-shortened sessions, the students are not afforded the time to become lazy or are not afforded the time to become lazy or complacent, as they meet every day of the complacent, as they meet every day of the week. In full-semester sessions, where week. In full-semester sessions, where students meet only twice or three times a students meet only twice or three times a week for less hours, there may be a week for less hours, there may be a tendency to procrastinate or lose interest in tendency to procrastinate or lose interest in the subject matter over a period of 16 the subject matter over a period of 16 weeks. weeks.

This issue can best be addressed in the This issue can best be addressed in the qualitative interviews of students in the qualitative interviews of students in the different sessions.different sessions.


Whether the long-term impact of the Whether the long-term impact of the condensed courses will be any better than condensed courses will be any better than those of the full-semester courses. This those of the full-semester courses. This issue was addressed in the literature issue was addressed in the literature review, and appears to be a settled review, and appears to be a settled question. question.

It may be advisable to add a follow-up It may be advisable to add a follow-up component to the research design. This component to the research design. This could be a short 30-50 question survey could be a short 30-50 question survey which would be standardized for the three which would be standardized for the three courses to be tested. The key components courses to be tested. The key components of each course would be included. This of each course would be included. This could be administered to the students as a could be administered to the students as a pre-test, post-test, and follow-up survey pre-test, post-test, and follow-up survey administered three to six months after administered three to six months after completion of the course.completion of the course.

MethodologyMethodology

This research is basically inductive, which This research is basically inductive, which suggests a mixed-methods approach.suggests a mixed-methods approach.

Whether shortened-session courses are Whether shortened-session courses are effective is established by previous effective is established by previous research. What is needed is answers to research. What is needed is answers to the “why” questions. This suggests a the “why” questions. This suggests a quantitative design to establish whether quantitative design to establish whether there is a statistically-significant there is a statistically-significant difference in student performance across difference in student performance across the three course sessions, and correlations the three course sessions, and correlations of the student demographic data to of the student demographic data to identify any significant student features identify any significant student features impacting on success (such as age or prior impacting on success (such as age or prior student academic experience). student academic experience).


It is hypothesized if there is significant It is hypothesized if there is significant difference in student academic performance difference in student academic performance in the shortened courses, and the students in the shortened courses, and the students themselves are essentially equal across all themselves are essentially equal across all sessions, then the length of the session sessions, then the length of the session itself or other unidentified factors would be itself or other unidentified factors would be responsible. responsible.

The qualitative component would then The qualitative component would then

explore the student perspectives and explore the student perspectives and attempt to identify what factors impacted attempt to identify what factors impacted positively or negatively on student success.positively or negatively on student success.


As data for both the quantitative and As data for both the quantitative and qualitative portions would be collected qualitative portions would be collected during the entire course of the during the entire course of the research, a concurrent triangulation or research, a concurrent triangulation or concurrent transformative design concurrent transformative design would be most appropriate, with the would be most appropriate, with the design equation: Qual + Quan design equation: Qual + Quan (Tashakkori & Teddlie, 2003).(Tashakkori & Teddlie, 2003).

As numerous qualitative interviews will As numerous qualitative interviews will be conducted, a single-site design is be conducted, a single-site design is appropriate. This is also supported by appropriate. This is also supported by the literature review, as all but one the literature review, as all but one previous research study was conducted previous research study was conducted using a single student population.using a single student population.


An anticipated problem will be obtaining An anticipated problem will be obtaining sufficient research subjects to interview. sufficient research subjects to interview. This was experienced in a previous This was experienced in a previous research attempt, and corrective measures research attempt, and corrective measures will be used in this semester’s research. It will be used in this semester’s research. It is hoped that face-to-face interaction with is hoped that face-to-face interaction with the students at the end of each course the students at the end of each course session will generate sufficient volunteers session will generate sufficient volunteers for qualitative interviews. for qualitative interviews.

This is an important component to the This is an important component to the research design, with an equal number of research design, with an equal number of interview subjects being necessary for interview subjects being necessary for validity and reliability reasons. Any “lop-validity and reliability reasons. Any “lop-sided” interview results, where the only sided” interview results, where the only students who were interviewed came from students who were interviewed came from one of two of the three disciplines, would one of two of the three disciplines, would skew the results.skew the results.

Potential for StudyPotential for Study It is doubtful that the results of this study would It is doubtful that the results of this study would

be grounds to re-convert the entire University be grounds to re-convert the entire University System away from semesters. There are too many System away from semesters. There are too many other administrative and political factors which other administrative and political factors which impact on the decision to convert from one system impact on the decision to convert from one system to another. to another.

Establishing first that shortened-session courses Establishing first that shortened-session courses are at least equal to full-semester sessions, and are at least equal to full-semester sessions, and second what factors make those sessions a second what factors make those sessions a success for students, may lead to changes in success for students, may lead to changes in course offerings at other institutions. course offerings at other institutions.

Determining “what works,” and “why does it Determining “what works,” and “why does it work,” in a college environment is an important work,” in a college environment is an important research goal, especially with ever-increasing research goal, especially with ever-increasing student enrollment projected for the next decade student enrollment projected for the next decade or beyond.or beyond.

References:References:

Chabot College, CA. (1975) A Report on the Academic Chabot College, CA. (1975) A Report on the Academic Calendar: Quarter System or Semester System? Calendar: Quarter System or Semester System? Hayward, CA.Hayward, CA.

Daniel, Eileen. (2000) A review of time-shortened Daniel, Eileen. (2000) A review of time-shortened courses across disciplines. College Student Journal, courses across disciplines. College Student Journal, Vol 64, Iss 2.Vol 64, Iss 2.

Spurling, Steven. (2001) Compression of semesters Spurling, Steven. (2001) Compression of semesters or intensity of study: what is it that increases or intensity of study: what is it that increases student success? San Francisco, CA.student success? San Francisco, CA.

Tashakkori, C. and Teddlie, C. (2003) Handbook of Tashakkori, C. and Teddlie, C. (2003) Handbook of mixed methods in social & behavior research. mixed methods in social & behavior research. Thousand Oaks, CA. Sage Publications.Thousand Oaks, CA. Sage Publications.

Valdosta State University. (1997) Semester Valdosta State University. (1997) Semester Transition Handbook. Valdosta, GA.Transition Handbook. Valdosta, GA.

Western Wisconsin Technical Institute. (1974) Western Wisconsin Technical Institute. (1974) Student and Staff Evaluation of the Quarter System Student and Staff Evaluation of the Quarter System at Western Wisconsin Vocational, Technical, and at Western Wisconsin Vocational, Technical, and Adult Education District. Final Report. Lacrosse, WI.Adult Education District. Final Report. Lacrosse, WI.

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