The Assessment of Developmental Tasks of Students in Remedial and Regular Programs
The Student Developmental Task Inventory (SDTI) was administered to 59 female and 34 male freshmen in developmental English classes and to 16 female and 21 male freshmen in regular English classes. The SDTI provides scores for 3 task areas, with each task divided into 3 subtasks. ANOVA showed that Ss in regular English classes had significantly higher scores on the Appropriate Educational Plans subtask than did Ss in developmental English classes. ANOVA also revealed significant sex differences on all 3 subtasks of the Developing Mature Interpersonal Relationships with Opposite Sex task: Females scored significantly higher than males on Intimate Relationships with Opposite Sex, Mature Relationships with Peers, and Tolerance.The scarcity of differences between the 2 groups leads to 1 of 2 assumptions: (1) Developmental task resolution does not play a large part in the academic readiness of college-aged students. (2) Differences between remedial and regular students are definable through achievement potential and college-level readiness and not through other seemingly distinguishable characteristics.