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dc.contributor.authorWelborn, Kim
dc.date2018-11
dc.date.accessioned2019-03-14T19:27:21Z
dc.date.available2019-03-14T19:27:21Z
dc.identifier.urihttps://wuir.washburn.edu/handle/10425/1857
dc.description.abstractAllied Health administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the ATI Test of Essential Academic Skills (TEAS) reading comprehension scores, given for admittance to Wallace Community College Respiratory Therapist Program (RPT) students, and the academic success of the RPT students. The theoretical framework for this study was a correlation approach within a crosssectional non-experimental design used by analyzing data from 28 second year RPT students’ ATI TEAS exams, RPT 234 mechanical ventilation course written exam performance scores, student demographics, and the National Board of Respiratory Care licensing board first time exam scores from a Wallace Community College in Dothan, Alabama. The study revealed there was only a negative correlation, but one that was close to becoming a positive correlation between reading comprehension and exam scores and student academic success within the respiratory therapist program at Wallace Community College. Administrators in the allied health programs can use the results of this study to determine what interventions, if any, might be implemented to help increase the reading comprehension scores of allied health students which may improve retention rates and first time pass rates on licensure examinations.en_US
dc.language.isoen_USen_US
dc.publisherWashburn Universityen_US
dc.subjectTEAS, Respiratory Therapy, Healthen_US
dc.titleAn Examination of the Presence of a Correlation Between the ATI test of Academic Skills (TEAS) Sub Score of Reading Comprehension and respiratory Therapist student academic Success.en_US
dc.typeThesisen_US


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