A Quantitative Correlational Study of English/Language Arts Delivery Methods and Student College Readiness
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2023
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Abstract
There was a significant decrease in the college preparedness of South Carolina students in the area of English/Language Arts. The problem was a direct correlation between student success in English/Language Arts and success in college. Further research was required to fill the gap in the literature concerning the college readiness of students in relation to the learning environment of participation. The purpose of this quantitative correlational study was to explore the relationships between instructional delivery methods of English/Language Arts courses in traditional and online learning environments and the readiness of students to attend college in South Carolina. Bronfenbrenner’s biological systems theory guided the questions and hypotheses presented in the research. A quantitative correlational study using Spearman’s Ranking was conducted to determine, according to the research questions, whether a significant relationship exists between online and traditional learning environments and college readiness, as identified through English/Language Arts ACT scores, graduation rate, and successful competition of dual enrollment courses. Fifty-five schools were chosen based on the selection criterion of online or traditional learning. Archival data was gathered for correlational analysis from the South Carolina Department of Education and SC School Report Card. The study provided evidence of relationships between the learning environment and college readiness, supporting effective online learning strategies to increase student outcomes. Further recommendations included the investment into hybrid learning models.
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