The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students

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This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee ... continued below

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vi, 127 leaves

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Cinclair, Carol December 1985.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 269 times , with 22 in the last month . More information about this dissertation can be viewed below.

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  • Cinclair, Carol

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Description

This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee Self-Concept Scale (TSCS), designed by William H. Fitts, measured self-concept levels; the Personality and Educational Environment Scale (PEES), created by Roger Boshier, measured congruence levels; and a written paragraph measured achievement levels in English. Attrition percentages were based on the number of students enrolled during the second week of class who were not present during the sixteenth week of class. To test for significance, an analysis of covariance procedure was used on the TSCS, PEES, and written paragraph results, and a test for the difference between proportions for independent groups was used on the attrition percentages. The class sections were nested under either the experimental or the control group to identify significant differences between class sections. On the TSCS, a significance of .96 among sections and .48 between groups indicated no significant change had occurred in self-concept levels. For the PEES, a significance of .30 among sections and .75 between groups indicated no change had occurred in congruence levels. Finally, on the paragraph assessment, a significance of .87 among sections and .31 between groups showed no change had occurred in achievement levels. However, the test for significance of the difference between attrition percentages revealed that the buddy system treatment was an effective method of retention.

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vi, 127 leaves

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  • December 1985

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  • Aug. 22, 2014, 6 p.m.

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  • April 29, 2016, 12:32 p.m.

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Cinclair, Carol. The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students, dissertation, December 1985; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331958/: accessed November 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .