Using the CIPP Evaluation Model to Determine Participants’ Perceptions of and Experiences with a College Learning Support Program

College learning support programs assist students who are academically and, often times, socially ill prepared to enter college. The purpose of this study is to use the CIPP Evaluation model to identify participants’ perceptions of and experiences with a college learning support program. This basic mixed-method research study was framed within the CIPP Evaluation model components of Context, Input, Process and Product. A semi-structured focus group interview and an electronic CIPP survey were conducted with the participants. The participants in the focus group interview and the CIPP electronic survey were learning support students enrolled in a two-year college during the summer semester of 2018. The data collection and analysis resulted in two burgeoning findings. First, the enormous academic, personal and career needs of learning support students require extensive, strategic faculty and staff collaboration. Second, the instructional needs of learning support programs necessitate instructional strategies, processes, designs and curriculum structures that support student engagement and progression. The learning support student participants in this study gave unique contributing feedback to inform and support student success and program improvement. Keywords: college student success; college remediation improvement; CIPP Evaluation; program evaluation; college support services; minority students' college experiences;I. INTRODUCTION 1 -- Statement of the Problem 7 -- Theoretical Framework 8 -- CIPP Evaluation Model 8 -- II. LITERATURE REVIEW 12 -- CIPP Studies 13 -- Remediation Education Studies 14 -- Characteristics of LS Participants 16 -- Remediation Practices 18 -- Accelerated Programs 18 -- Supplemental Instruction 19 -- Learning Communities 20 -- Modularized Course 22 -- Summer Bridge Program 22 -- Student Success Class 24 -- Contextualized Learning 25 -- College Bridge Programs 26 -- Under-placement 27 -- Online Classes 28 -- Situational Barriers 29 -- Dispositional Barriers 29 -- Institutional Barriers 30 -- Snapshot of a DE Plan 32 -- III. METHODOLOGY 34 -- General Approach 34 -- Research Site 34 -- Population 35 -- Sampling Procedures 35 -- Research Instrumentation 35 -- CIPP Survey 35 -- Focus Group Interview 36 -- Benefits for Participation 38 -- Data Collection Procedures 39 -- Data Analysis Methods 40 -- Quantitative Data Analysis 40 -- Qualitative Data Analysis 40 -- Limitations of the Study 41 -- Significant of the Study 41 -- IV. RESULTS 43 -- Quantitative Findings 44 -- Quantitative CIPP Summary 44 -- Context 44 -- Input 45 -- Process 46 -- Product 46 -- Quantitative CIPP Findings 47 -- Qualitative Findings 61 -- Qualitative CIPP Summary 61 -- Context 61 -- Input 62 -- Process 63 -- Product 63 -- Qualitative Findings 64 -- Context 64 -- Input 68 -- Data Analysis Methods 75 -- Quantitative Analysis 75 -- Qualitative Analysis 75 -- Summary 76 -- Chapter V. DISCUSSION 77 -- Key Findings 78 -- Limitation to the Study 82 -- Recommendations for Future Research 82 -- Conclusion 83 -- REFERENCES 93 -- APPENDIX A: IRB Approval 101 -- APPENDIX B: Communications for IRB Approval 103 -- APPENDIX C: CIPP Focus Group Interview Transcript 109 -- APPENDIX D: Communications to Student and Instructors 132 -- APPENDIX E: CIPP Survey 144.Waugh, C. KeithWright, DianeWilliams, LakeshaCruz, Becky K. daEd.D.Adult and Career Educatio