A study of two methods of teaching English in a community college setting

Differences were investigated between two methods of teaching English in a community college setting-~one method emphasizing reading/writing skills and one emphasizing writing skills. A pre-test/post~test design was used for the study. The criterion evaluated were reading skills (vocabulary and comprehension) and writing skills. The multivariate analysis of covariance (MANCOVA) was the Statistical treatment applied to the data. The null hypothesis that there were no differences between the two methods of teaching English was not rejected. There were significant differences, however, among the three participating teachers and group/teacher interaction. While there were those who indicated the English class as the appropriate place to integrate the skills of reading and writing, the study did not support this idea. However, it was recommended that the study be made in other community colleges with modification of the design to include a longer period of time between pre- and post-testing.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Community College

Department dc:contributor.department

Community College

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1976

Author dc:creator

• Campbell, Daisy Burke

Chair dc:contributor.committeechair

• Leake, Lloyd A.

Committee members dc:contributor.committeemember

• Hinkle, Dennis E.
• Hutchins, David E.
• Hunt, Thomas C.
• Morgan, Samuel D.

• integrated reading skills

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-01052010-020032

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/37183