2010 - Public Relations Society of America
2010 - Public Relations Society of America
2010 - Public Relations Society of America
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To measure the number <strong>of</strong> hours per week respondents spent dealing with basic student<br />
writing issues (e.g., correcting grammar and spelling, reworking drafts, explaining basic skills to<br />
students), a barometer scale question was developed with the following choices: (a) 0-3 hours,<br />
(b) 3-6 hours, (c) 6-9 hours, and (d) more than 9 hours.<br />
To determine which measures were being used to assess or improve writing, and their<br />
degree <strong>of</strong> success, respondents were provided with check-<strong>of</strong>f and barometer scale items for: (a)<br />
minimum GPA, (b) language skills exam with minimum score required for entrance, (c)<br />
language skills exam with basic writing class required for low-scoring students, (d) written<br />
essay, (e) basic writing class required for all incoming students, (f) other and (g) none. Here, 1 =<br />
complete failure and 5 = complete success.<br />
Finally, through two open-ended questions, respondents were asked: (1) to briefly explain<br />
why they believed any <strong>of</strong> their measures had succeeded or failed, and (2) to list any measures<br />
they would like to see implemented, as well as any barriers they had encountered.<br />
Data Analysis<br />
To investigate RQ1-4, responses were compared using descriptive statistics. T-tests, the<br />
Mann-Whitney U –test, and Spearman correlations were used to test for significant differences.<br />
To investigate RQ5, responses were compared using descriptive statistics. Pearson correlation, t-<br />
tests and chi-square were used to test for significant differences. An alpha level <strong>of</strong> .05 was used<br />
for all statistical tests.<br />
Results<br />
RQ1: What are respondents’ perceptions <strong>of</strong> the writing pr<strong>of</strong>iciency <strong>of</strong> students entering<br />
their academic unit?<br />
Across institutions, respondents (n = 166) indicated that they perceive overall student<br />
writing skills as slightly below average ( x = 2.70, sd = .672). Within the item, respondents gave<br />
the highest mean scores to paragraph and sentence structure ( x = 2.72, sd = .808), the secondhighest<br />
mean scores to critical thinking, and grammar and punctuation ( x = 2.44, sd = .885;<br />
.865), followed by pro<strong>of</strong>ing and editing ( x = 2.12, sd = .760) and Associated Press style ( x =<br />
1.74, sd = .870)<br />
Notably, none <strong>of</strong> the scores for the above responses varied by more than one standard<br />
deviation. This tight cluster around the mean indicated fairly consistent agreement among<br />
respondents. Mean scores for respondents’ perceptions <strong>of</strong> student writing pr<strong>of</strong>iciency are<br />
displayed in Table 1.<br />
RQ2: What are respondents’ perceptions <strong>of</strong> the issues, if any, that have been raised by<br />
writing deficiencies <strong>of</strong> students entering their academic unit?<br />
Across institutions, respondents indicated that too much time and effort spent on grading<br />
was the biggest issue ( x = 3.61, sd = 1.16). Too much class time spent reviewing basic writing<br />
conventions was the second-biggest issue ( x = 3.40, sd = 1.13). Student frustration with grades<br />
and lack <strong>of</strong> quality work in student media was the next-biggest issue ( x = 3.21, sd = 1.10),<br />
followed by inability to pass required courses ( x = 2.61, sd = .973).<br />
Mean scores for respondents’ perceptions <strong>of</strong> issues raised by student writing deficiencies<br />
are displayed in Table 2.<br />
Within the “other” category, respondents indicated scores <strong>of</strong> “4” and “5” on a number <strong>of</strong><br />
related issues. These included: lack <strong>of</strong> intellectual curiosity, student boredom, leaving the major,<br />
plagiarism, and lack <strong>of</strong> challenge for more capable students.<br />
Regardless <strong>of</strong> institutional attributes, all faculty indicated that they spent between 3 and 6<br />
hours per week dealing with basic student writing issues that could have been resolved before the<br />
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