Differences in Active and Collaborative Learning by Race for Community College Developmental Writing Students

The purpose of this study was to determine whether or not there were significant differences in the self-reported frequency of active and collaborative learning by racial/ethnic affiliation between students who have completed a developmental writing course and those that plan to take one. Drawing upon data from the Community College Survey of Student Engagement (CCSSE), this research examined a sub-sample of 34,148 community colleges students across 916 colleges. Data in this study were analyzed using two-way (2X7) factorial analysis of variance (Factorial ANOVA). Findings from this study indicated that students across all measured racial/ethnic affiliations had higher scores of self-reported frequency for active and collaborative learning after they took a developmental writing course. Also found was that Native Hawaiians had significantly higher mean scores than all other racial/ethnic groups. Implications for future research and practice are extended.