AN EVALUATION OF AN EXTENDED OUTREACH PROGRAM AND SERVICES, SUMMER PROGRAM: ACADEMIC, MOTIVATION, AND ATTITUDE FACTOR

The Problem. The purpose of the study was to investigate, describe and assess the 1979 Project Redirection, the summer program of the Extended Outreach Program and Services (EOPS) at San Bernardino Valley College, San Bernardino, California. The students' academic, motivation and attitude factors were the major focus of this study.;Method. The research was a summative evaluation using quasi-experimental designs. The instruments used for the pretest/posttest analysis were the Descriptive Tests of Language Skills (Usage Subtest), the Wide Range Achievement Test (Arithmetic, Level II), a Local Instrument for psychology content knowledge, the Community College Motivation Inventory, and a Student Questionnaire to inquire into student attitudes. A one-time Staff Survey was used to inquire into college and program administrative/staff attitudes about Project Redirection.;Results. A description of the subjects of the study showed 33 percent were male, 68 percent female; the mean age was 19.86 years. The ethnic make-up was 65 percent Black, 23 percent Chicano, 8 percent Caucasian, 2 percent Native American, 2 percent Asian-American; 93 percent were single, 62 percent reported they lived with their parents; the mean family size was 4.00; the yearly mean family income was $6,080.00.;The analysis of the null hypotheses (p < .05 level) resulted in the following: a significant change in the total group's (N = 55) English usage skills; no significant change in the English usage skills of the students enrolled in the Psychology/English (N = 31) curriculum; a significant change in the English usage skills of the students enrolled in the Mathematics/English (N = 25) curriculum; no significant difference between the posttest English usage scores of the Psychology/English and Mathematics/English groups; a significant change in the basic Mathematics skills of the Mathematics students; a significant change in the psychology content knowledge of the Psychology students; no significant change in the total group's Intrinsic Motivation, Self-Enhancement and Goal-Deficiency and a significant change in Person-Orientation; no significant change in the Psychology students' Intrinsic Motivation and Person-Orientation and a significant change in their Self-Enhancement and Goal-Deficiency; no significant change in the Mathematics students' Intrinsic Motivation, Self-Enhancement or Person-Orientation and a significant difference in Goal-Deficiency; no significant difference between the posttest scores of the total group in Self-Enhancement, Person Orientation or Goal-Deficiency and a significant difference in Intrinsic Motivation.;Additional analysis showed significant changes or differences in students' attitudes toward basic English classes, basic Mathematics classes, Practical Psychology classes, peer tutors and counselors. There was no significant change indicated in students' favorable attitudes toward education.;Analysis of the Staff Survey revealed apparent differences between the peer staff (N = 14) and the administrative/teaching staff (N = 5) with regard to students' needs for basic English and peer tutors and counselors with the peer staff more strongly aggreeing these are student needs. Both staff groups appeared to be in congruent agreement that the students need basic Mathematics and Practical Psychology and also that the students would re-enroll at San Bernardino Valley College.