Post-Secondary Educators' Perception of Standardized Assessment on Higher Education Preparedness and Remediation
Post-Secondary Educators' Perception of Standardized Assessment on Higher Education Preparedness and Remediation
Author:
Lori K. Clifford
Program of study:
Ph.D./HEA
Abstract:
The purpose of this quantitative descriptive study was to determine if a difference in perception exists between two-year and four-year postsecondary educators. A Likert-type, 5-point scaled survey was used to determine the effects of standardized assessment on higher education preparedness and remediation. The survey questions were vetted for clarity, reliability, and usability. The survey focused on demographic information, educators’ perception and rating of the need and effectiveness for remediation, legislation effecting college preparedness (i.e., NCLB, RttT, HEA Acts) and standardized assessment. The reliability of the instrument was assessed using the Cronbach’s alpha reliability statistical coefficient calculations to determine the internal consistency. A sample of 45 postsecondary educators from two postsecondary educational institutions in southern Ohio that teach first-year or remedial English, mathematics or science. To analyze the data, the non-parametric Mann-Whitney U test was used to determine whether a difference in perception exists between two-year and four-year postsecondary educators. The results indicated a significant difference in perception among two-year and four-year postsecondary educators regarding the importance of an institution’s mission statement by indicating that remediation classes are a gateway to student success in higher education. The findings of the remaining three hypotheses indicated no difference in perception among two-year and four-year postsecondary educators regarding the effects of standardized assessment on higher education preparedness and remediation. The implications of this study provided a baseline to inform legislators and educators with how to improve educational systems and reduce the need for remedial English, mathematics, and science classes for students enrolling in higher education.
Dedication:
This dissertation is dedicated to Jenny Berwanger. Without your unconditional love, constant support, and encouragement, this dissertation would not be possible. To Jenny, words cannot express how much you have contributed to my survival throughout this seemingly endless process. Your patience and reassurance have made me a better person and contributed to turning this dream into a reality. Simply, thank you!
To my Dad, Jack, and Alice, thank you for your support and instilling in me the importance of following my passion and potential even though I have chosen the scenic route.
To my mom, Carolyn, thank you for your support and encouragement that I could accomplish anything with determination.
To Bridget, Brianne, D.J., Dakota, Adrian, and Sadie for reminding me about the importance of family with a sense of belonging through guidance, interaction, and sacrifice that go along with achievement by overcoming obstacles. To the rest of my family, my brothers (Curt and Doug), Jenny’s family (Wanda, Top, and four sisters and their families), and in loving memory of Jim (J.D.) Ditmer who all provided encouragement, empathy, and inspiration to do my very best with this undertaking.
Finally, to all the members of my cohort, co-workers, friends, and students who have spent endless hours listening to my academic updates, thank you! I wish you all blessings with pursuing your dreams too.
Acknowledgements:
First and foremost, I would like to thank my committee chairperson, Dr. Patricia Akojie, for her guidance, encouragement, and valuable feedback throughout this process. Dr. A., you are an exceptional chair and your attentiveness is outstanding. I would like to acknowledge my wonderful committee members Dr. Mari Haley and Dr. Kimberly Strunk for their collectively insightful recommendations and expertise that enhanced the quality of my dissertation.
I would like to extend a very special thank you to Dr. Erika Goodwin and Dr. Ryan McCall for allowing me to conduct my research. I appreciate Dr. J.R. Roush, Mrs. Rhonda Burton, Mrs. Darlene Thacker, and Mrs. Kris Hilgeman for your willingness to provide educator’s schedules and room locations to increase faculty participation and survey completion rates. I would like to thank Mrs. Nancy Apgar and Mrs. Sharon Sibrel for assisting with essential clerical duties. I want to thank all of the faculty members for their participations in this study. I would like to thank all of the teachers/educators who have influenced my education (Mr. Ric Allwood, Mrs. Connie Bowman, Mrs. Mable Bumgarner, Mrs. Margaret Clutter, Mrs. Margaret Davidson, Mrs. Diana Harvey, Mr. Stan Macklow, Mrs. Kris Myers, Mr. Glenn Robinson, Mrs. Carol Shull, Mr. Jerry Walker, and Ms. Judy White).
To all of my colleagues and individuals who added to my dissertation with their critiquing, editing, and reading. A special thank you to Dr. Barb Christe, Dr. Cathy Shanahan, and Mrs. Melissa Hejazifar for their advice that helped to improve the flow and composition of my dissertation.
This dissertation process was truly a journey that tested my commitment, determination, endurance, patience, and perseverance. I have met the challenges of this adventure with an open mind and true academic diligence. This process has been a wild ride and given me a sense of accomplishment and pride like none other.