Differences in Active and Collaborative Learning by Race for Community College Developmental Writing Students

• Published in: The community college enterprise 2016-10, Vol.22 (2), p.18
• Main Authors: Barhoum, Sim, Wood, J. Luke
• Format: Article
• Language: English
• Subjects: Active Learning; Basic Writing; Collaborative learning; College students; Community College Students; Community colleges; Cooperative Learning; Developmental Studies Programs; Education; Educational Environment; Ethnic Groups; Ethnicity; Group work in education; Hawaiians; Learner Engagement; Minority & ethnic groups; Minority Group Students; Outcomes of Education; Race; Racial Differences; Remedial Instruction; Researchers; Scores; Social aspects; Statistical Analysis; Student participation; Student Surveys; Studies; Success; Teaching; Teaching Methods; Team learning approach in education; Two Year College Students; Undergraduate Students; Writing Instruction
• ISSN: 1541-0935

The purpose of this study was to determine whether or not there were significant differences in the self-reported frequency of active and collaborative learning by racial/ethnic affiliation between students who have completed a developmental writing course and those that plan to take one. Drawing upon data from the Community College Survey of Student Engagement (CCSSE), this research examined a sub-sample of 34,148 community colleges students across 916 colleges. Data in this study were analyzed using two-way (2X7) factorial analysis of variance (Factorial ANOVA). Findings from this study indicated that students across all measured racial/ethnic affiliations had higher scores of self-reported frequency for active and collaborative learning after they took a developmental writing course. Also found was that Native Hawaiians had significantly higher mean scores than all other racial/ethnic groups. Implications for future research and practice are extended.