Many high school seniors are either not graduating on time or not graduating at all. A computer-based course recovery program could help many struggling districts in this area of need. This study employed a non-experimental quantitative approach to address possible relationships between computer-based instruction and learning outcomes. The sample (N=59) included at-risk students (ages 15-18), randomly selected from the largest high school within the sponsoring district of Saginaw, Michigan. Participants were administered a pre-survey prior to course enrollment to measure self-efficacy/motivational levels with regard to academics in general, as well as perceived success they would have in the computer-based course. Following the completed computer-based course the same post-test survey tool was given to compare pre-survey results as well as an ancillary questionnaire. Quantitative data was analyzed through the administration of one-sample nonparametric tests and linear regression models (ANOVA). In general, through ANOVA analysis all 6 MSLQ dependent variables revealed no observed significance levels below the statistically significant level of .05. The act of taking an online course could not successfully predict an increase in at-risk student self-confidence for learning and grade or completion performance outcomes. Significant differences were shown to exist in respect to demographic group's part of this study. The ANOVA tests in regard to the construct of task value revealed that age groups differences revealed a p = .048, which did indicate statistical significance. Furthermore, testing in regard to intrinsic goal orientation and gender differences showed a p = .025, while additional analysis disclosed a significance level of p = .017 when comparing self-efficacy for learning and performance amongst the three grade levels studied.
Recommendations include that both educators and online course content providers make more efforts to have courseware presented in a higher interest manner to this age group, increase male intrinsic goal orientation, and contribute to increasing underclassmen's self-efficacy for learning and performance in relation to online education. Future research should consider incorporating a larger sample size, conducting the study in a cross district capacity at both suburban and urban districts, and the inclusion of qualitative questions and/or open response questions within the study apparatus.
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Educational technology|
|Keywords:||At risk, Credit recovery, Gender differences, Online, Online versus traditional, Self-confidence, Self-efficacy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be