Abstract
In 2007 the Department of Foreign Languages and Literatures combined all 20 sections of 25-28 students each of FLS101, Beginning Spanish I, into 2 large sections of 220 students each. Four TA's assist the instructor in teaching the course, taught three days per week. This study proposes to determine how successful this delivery paradgm shift was as it relates to student achievement, both short- and long term, student attitude towards the various class formats, faculty attitudes regarding the new delivery paradigm, and TA attitudes related to preparation to teach.
Specifically: 1) Did the paradigm shift effect student achievement in FLS101? 2) Did the paradigm shift effect student achievement in FLS102 and FLS201? 3) Did the paradigm shift effect student oral proficiency? 4) Did the paradigm shift effect student listening proficiency? 5) Did the paradigm shift effect student attrition rates? 6) What are the differences in attitude between TA's trained in this model, and TA's trained in the traditional model? 7) What is the attitude of faculty members who have observed the new delivery paradigm toward the new course delivery paradigm? 8) What is student attitude regarding the small and large classroom? 9) Were projected savings realized?
