Exploring the influence of service-learning in contextualized developmental English classes on students' self-efficacy and persistence
More than fifty percent of students who enter community colleges are placed in developmental or formerly known as remedial courses and get demoralized and do not persist. Research has shown that service-learning improves students' academic engagement and motivation to persist. Even though servi...
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| Online Access: | http://hdl.handle.net/2047/D20316486 |