College Faculty Members' Perceptions of Students' Writing Abilities

177 Pages·2017·0.84 MB·English

by  Deborah Bellamy

Walden University
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Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
College Faculty Members' Perceptions of Students'
Writing Abilities
Deborah Bellamy
Walden University
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Walden University

College of Education

This is to certify that the doctoral study by

Deborah Bellamy

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Marilyn Robb, Committee Chairperson, Education Faculty
Dr. Christopher Godat, Committee Member, Education Faculty
Dr. Vicki Underwood, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2017
Abstract
College Faculty Members’ Perceptions of Students’ Writing Abilities
by
Deborah Bellamy

MA, Murray State University, 2001
BS, Murray State University, 1999

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
June 2017
Abstract
The college open door policy initiated in the 1960s made access to higher education
available for more students in the United States. People who were once excluded from
enrolling in college now have an opportunity to earn a college degree. Some first-time
students, significantly underprepared in writing, have been required to enroll in
developmental or remedial writing courses before entering college-level English despite
research indicating that taking noncredit courses increases the time for college
completion and the cost of college, while also reducing the likelihood of completion. This
illustrative case study, guided by the constructivist approach to instruction, was designed
to discover college faculty members’ perceptions concerning university students’ writing
and the interventions needed to improve writing skills. The qualitative data were
collected through audio-recorded semistructured interviews of 12 college faculty
members that were transcribed and coded with Ethnograph software. The findings
indicated that college faculty members believed most students lacked basic writing skills
and did not take sufficient initiative for their learning. Faculty members also thought
students’ writing would improve if students assumed responsibility for their learning and
used the resources available. This study provides insight into college faculty members’
views of students’ writing skills and recommendations for how these skills might be
improved through collaborative efforts across the university, resulting in positive
outcomes for both the students and university by increasing student graduation rates and
reducing college debt.
College Faculty Members’ Perception of Students’ Writing Abilities
by
Deborah Bellamy

MA, Murray State University, 2001
BS, Murray State University, 1999

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
June 2017
Dedication
I would like to dedicate this to my mother, my greatest supporter, and two sons
who served in the United States Marine Corps.
Acknowledgments
I would like to thank my Committee Chair Dr. Marilyn Robb, my Second
Committee Member Dr. Christopher Godat and my URR Committee Member Dr. Vicki
Underwood, who worked tirelessly with me through the writing process, encouraged and
pushed me when I needed it.
Table of Contents
List of Figures ..................................................................................................................100
Section 1: Introduction to the Study ....................................................................................1
Background ....................................................................................................................5
Entrance Exams and the Open Door Policy .............................................................8
Summary of Background .......................................................................................12
Problem Statement .......................................................................................................13
Purpose of the Study ....................................................................................................16
Research Question .......................................................................................................17
Nature of the Study ......................................................................................................19
Definitions....................................................................................................................21
Assumptions .................................................................................................................22
Scope............................................................................................................................22
Limitations ...................................................................................................................23
Delimitations................................................................................................................23
Significance of the Study .............................................................................................24
Implications for Social Change ....................................................................................24
Summary and Transition ..............................................................................................25
Section 2: Literature Review .............................................................................................27
Literature Search Strategy............................................................................................27
How to Improve College Students’ Writing Skills ......................................................28
Weak Writing Skills a Wide Spread Problem..............................................................34
Assessment of Developmental Programs.....................................................................43
Teaching Writing with Technology .............................................................................48
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The Cost of Developmental Education ........................................................................52
Retention and Graduation ............................................................................................55
Professors’ Perceptions of Student’s Writing and Interventions .................................59
Summary and Transition ..............................................................................................63
Section 3: Research Method ..............................................................................................64
Methodology ................................................................................................................64
Context .........................................................................................................................68
Role of the Researcher .................................................................................................69
Ethical Procedures .......................................................................................................70
Criteria for Participant Selection .................................................................................70
Data Collection ............................................................................................................73
Instruments ...................................................................................................................74
Data Analysis Plan .......................................................................................................75
Validity and Trustworthiness .......................................................................................77
Summary and Transition ..............................................................................................78
Section 4: Results ...............................................................................................................79
Findings........................................................................................................................80
Faculty Perceptions .................................................................................................80
Research Question 1 Findings .................................................................................80
Research Question 2 Findings .................................................................................87
Discrepant Cases .....................................................................................................92
Interpretation of the Findings.......................................................................................94
Evidence of Trustworthiness .....................................................................................107
Summary and Transition ............................................................................................108
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Section 5: Discussion, Recommendations, and Conclusions...........................................109
Implications for Social Change ..................................................................................111
Recommendation for Action ......................................................................................113
Recommendation for Further Study...........................................................................117
Researcher’s Experience ............................................................................................117
Conclusion .................................................................................................................119
References ........................................................................................................................121
Appendix A: Interview Protocol ......................................................................................153
Appendix B: Data Tracking Log......................................................................................154
Appendix C: Participant Screening Log ..........................................................................155
Appendix D: Writing Discrepancy Frequency Chart ......................................................156
Appendix E: Field Note Summary ...................................................................................157
Appendix F: Sample Transcribed Interview ....................................................................159

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