| During the 2003-2004 school year, 46% of first-time-in-college students in the Florida Community College System required remediation in writing before enrolling in English Composition I (OPPAGA, 2007). The purpose of the current quantitative correlational study was to examine if relationships existed between each of the independent variables of successfully completing a required remedial writing course, age, gender, and ethnicity and the dependent variable of English Composition I grades. Also examined was if the combination of successfully completing a required remedial writing course, age, gender, and ethnicity could predict academic achievement in English Composition I. The population consisted of English Composition I students at Seminole Community College in Central Florida. No instrument was used to collect data. Results indicated that statistically significant relationships appear to exist between (a) not completing a required remedial writing course and more achievement in English Composition I, (b) student ages 25 years and older and better English Composition I grades, (c) female students and more success in English Composition I, and (d) non-minority students and better English Composition I grades. Results reflected that a combination of not completing a required remedial writing course, student ages 25 and older, female students, and non-minority students achieved statistical significance to predict more success in English Composition I. Results showed, however, that the effect size of each of the relationships and the combination of variables that predicted English Composition I grades was small. |
