Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Student Perspectives Regarding School Failure at the American Samoa Community College Siamaua Ropeti Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Siamaua Ropeti has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
Review Committee Dr. Boyd Dressler, Committee Chairperson, Education Faculty Dr. Susan Adragna, Committee Member, Education Faculty Dr. Tom Cavanagh, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.
Walden University 2014 Abstract Student Perspectives Regarding School Failure at the American Samoa Community College by Siamaua Ropeti MEd, University of Hawaii, Manoa, 2006 BEd, University of Hawaii, Manoa, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Abstract Students taking remedial English courses at the American Samoa Community College are facing problems relating to school failure. The purpose of this study was to explore the stories and experiences of students who were not passing in remedial English courses. This study was guided by (a) Weiner’s attribution theory, which posits that students achieve when they can identify the causes of their success or failure; (b) Bandura’s social cognitive, which explains student efficacy; (c) Covington’s self-worth theory, contending there is a connection between emotions and the perceptions of motivation; and (d) critical race theory, which gives voices to racial oppression. The research question addressed the stories of students taking remedial English courses at American Samoa Community College (ASCC).
A qualitative paradigm of a narrative analysis formed the basis for the semi structured interviews. Results revealed confusion of many students about services offered by the institution; results also revealed the increased influence of peer pressure and the need for improvement in instructional strategies. Based on these findings, it was recommended that a systematic organizational approach to all ASCC services and facilities be implemented. Positive social changes implicated by this study are a change in students’ academic experiences through a proper orientation into ASCC, thus avoiding confusion and allowing student feedback to inform decisions.
Accommodating students’ needs based on students’ feedback will decrease school failure and increase quality learning and achievement. Student Perspectives Regarding School Failure at the American Samoa Community College by Siamaua Ropeti MEd, University of Hawaii, Manoa, 2006 BEd, University of Hawaii, Manoa, 2000 Doctoral Study Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University December 2014 Dedication This study is dedicated to all students taking courses at the English Language Institute Department at American Samoa Community College. We have struggled together to upgrade our learning experiences and I hope the results of this study will inspire all stakeholders of American Samoa Community College to provide quality services to support every one of you. Acknowledgments I would like to acknowledge my family, who has helped me throughout this journey with their motivation, support, and patience; without their commitment to encourage this study, it would not have reached its desired conclusion.
To my girls, Tala, Hope, Ruta, Jessebeth, and Amber, I hope you pursue your dreams to their ends. To my husband, Ropati Ropeti, I thank you for being patient and supportive; together we have accomplished much. I would like to make mention of the dedication of my committee chair, Dr. Boyd Dressler, whose inspiration to write this study and his expertise inspired me to persist to the end.
I acknowledge the support of committee member Dr. Sue Adragna, who shaped my perception of the study and encouraged me to be an effective researcher. Tom Cavanagh my URR was extremely helpful in guiding this study to be one of quality; I am blessed to have worked with him who taught me so much. I would also like to make mention of American Samoa Community College personnel, Dr.
Irene Helsham for pointing out college policies that could be inserted in my study, my department colleagues, and former chair Fa’alafi Jones for seeing potential in this endeavor. Finally I would not have reached this point without the guidance of the Lord; I struggled to write this paper but my faith in that Superior Power helped me not only to support my passion, but also drive this study that will no doubt make a difference in the lives of all students at the American Samoa Community College. Table of Contents List of Tables .v List of Figures. vi Section 1: Introduction to the Study .2 Nature of the Study.
6 Social Cognitive Theory. 7 Self-Worth Theory. 8 Critical Race Theory. 9 Definition of Terms.9 Assumptions, Limitations, and Delimitations.
11 Significance of the Study .13 Section 2: Literature Review .18 Relationships Between School Failure and Cultural Perspectives and Experiences .24 Using Samoan Language to Teach English and its Relationship to School Failure .29 English Only: A Component of Failure .34 Role of Motivation to Avoid School Failure .41 Section 3: Research Method .42 Research Design and Approach .45 Context of the Study .45 Measures for Ethical Protection .45 Role of the Researcher .60 Systems Used for Keeping Track of Data.63 Interview Question 1: Experiences .64 Interview Question 2: Challenges .66 Interview Question 3: Impact of Challenges .68 Interview Question 4: Help From the Institution .70 Interview Question 5: Preferred Support Service .73 Interview Question 6: Sacrifices to Pass .74 Interview Question 7: Help for a No Pass Grade .77 Interview Question 8: Description of Quality Service by the Institution .78 Interview Question 9: Source of Motivation .80 Interview Question 10: Achieved Goals .82 Discrepant Cases and Nonconfirming Data .84 Summary of Findings .85 Relationship of Research Question to Interview Questions .88 Summary and Conclusion .89 Section 5: Discussion, Conclusions, and Recommendations.92 Interpretation of Findings .93 Implications for Social Change .98 Recommendation for Actions .100 Recommendation for Further Study.105 Appendix A: Interview Log .132 Appendix B: Interview Questions .135 iv List of Tables Table 1. Student Enrollment and No-Pass (NP) Statistics, 2008 and 2009. Timeline of Events Contributing to Problem. Positive Experiences With ELI.
Student Challenges in ELI. Impact of Challenges. Student Opinion of Preferred Intervention. Student Sacrifice to Pass Class.
Seeking Help for Failed Course. Student Opinion of Institutional Services and Instruction. Student Opinion Regarding Achieved Goals. 83 v List of Figures Figure 1.
Patterns, relationships, & themes .90 vi 1 Section 1: Introduction to the Study Background The central phenomenon for this study is school failure. Students failing to pass their English remedial courses at the American Samoa Community College (ASCC) have been a constant and real challenge for instructors and administrators every year. Like other ethnic students, Samoan students are expected to be competitive in every aspect of education (Falealii, 1975). Having a number of students repeatedly fail courses given by the English Language Institute department at ASCC fundamentally defeats this purpose.
For example, in 2008, of the 865 students registered for courses in developmental reading, 333 (39%) did not pass. The success rate for students in Developmental Writing was no better; of the 820 students who registered, 320 (39%) students did not pass (ASCC, 2009). Of the 1,685 students enrolled in remedial reading and writing courses at ASCC in 2008, 653 (39%) students, almost half of the total number of students enrolled, did not pass their courses. In the fall of 2008, 86% of students enrolled at ASCC were placed in developmental reading, while 84% were placed in developmental writing.
In the fall of 2007, 96 % of students enrolled at ASCC were placed in developmental reading, while 92% were in developmental writing (ASCC, 2009). It is vital for educators to understand deficiency factors or what is lacking in the current educational system, excuses, and setbacks hindering learning and causing huge numbers of students to fail (Green-Demers & Pelletier, 2003). For ASCC students, these factors may include components of the English language, which is the students’ second language, but used as the primary language of instruction in school and the Samoan 2 culture, or the way of Samoa that is foreign and adverse from Western practices. Findings from this study will contribute to the knowledge of teachers and administrators at ASCC by promoting the understanding of Samoan students’ perceptions of why they fail developmental English.
Problem Statement In the English Language Institute Department in the ASCC, the problem is the failure of Samoan students to be academically successful in the remedial reading and writing courses. This problem has negatively impacted students because many are discouraged to continue with their education. The possible causes of this problem may be attributed to the lack of readiness, no motivation, a lack of parental support, language barriers, peer pressure, and cultural differences. A qualitative narrative analysis was used to examine student deficiency or school failure through the perceptions of 12 students who were repeating their remedial courses determined institutional and instructional support vital to getting all students to be successful.
In Table 1 is a description of the actual number of students enrolled in ELI writing and reading courses in 2008, and the percentage and number of students who did not pass (NP) these courses. In the spring of 2008, there were 313 students in Reading, 146 of these students received and NP, also in the spring of 2008, there were 311 students in Writing and 136 received an NP. A total of 282 or 44% of students received an NP their classes in the spring semester (ASCC, 2008). 3 Table 1 Student Enrollment and No-Pass (NP) Statistics, 2008 and 2009 Reading courses Writing courses Total NP NP NP Students students Students students students Semester (N) (n) % (N) (n) % (N) 2008-2009 Spring 313 146 47 311 136 44 282 Summer 103 40 39 101 26 26 66 Fall 449 147 33 408 158 39 305 Total 865 333 820 320 653 2009-2010 Spring 386 161 42 360 151 42 312 Summer 188 41 22 144 41 28 82 Fall 578 273 46 513 238 47 93 Total 1152 475 1017 480 487 When students are interested and enjoy learning, they are likely to be motivated to become involved in school (Pintrich & Schunk, 2002).
When they are not, they may experience failure. Cullen (1985) identified four types of responses in students reacting to school failure: (a) strategy-oriented, (b) action-oriented, (c) anxiety-oriented, and (d) anger-oriented. Cullen (1981) found that the negative emotions children felt when they failed in their first attempts to complete a task interfered with their ability to use metacognitive strategies. Cullen further asserted that understanding students’ emotions was critical because it altered students’ capabilities to execute sound judgment and make reasonable choices.
Elliot and Thrash (2004) believed fears and failures of parents could be translated to their child’s performance in the classroom. Parents’ expectations sometimes exceed 4 children’s attainment and inevitable punishment causes fear in many learners consequently resulting in failure (p. Similarly, teacher’s attitudes, expectations, and opinions shape a student’s outcomes and performance (Ting & Gilmore, 2012). School failure is the product of many different factors; among them are economic conditions, teacher expectations and social and emotional skill deficits (Whitted, 2011).
Placing students in developmental courses causes many of them to feel inferior to their colleagues and eventually drop out or fail. In some institutions, remedial education is perceived as a burden to faculty and a threat to the institution’s reputation (Shapiro, 2012). Students in such programs repeat the curriculum they did not pass the first time (Abbott et al.