Abstract
The rapid spread of COVID-19, which lead to a global pandemic, caused educational systems to switch from face-to-face learning to some form of online or remote delivery. This abrupt change in learning may have impacted students’ ability to be successful in college. The purpose of this study was to compare the passage rate of students enrolled in an English composition course before the spread of COVID-19 and after the spread of COVID-19. This study used Deci and Ryan’s Self-Determination Theory, which looks at how people adapt to changes in their surroundings, and Astin’s Student Involvement Theory, which looks at people’s involvement with their environment and the success that comes from this involvement. The sample of this study consisted of students enrolled in an introductory English composition course at an Historically Black College or University from fall 2018 to fall 2021. The chi-squared test of independence was used to determine a possible association between course passage rates and the spread of COVID-19. Analysis showed a possible relationship between successfully passing an introductory English course and the spread of COVID-19 when looking at first-time freshmen.
Recommended Citation
Guillory, C. W. (2023). Impact of COVID-19 on Student Preparedness in Introductory English Composition Courses. The Journal of the Research Association of Minority Professors, 25(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol25/iss2/4
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