The primary focus of this research was the use of credit recovery (CRO) software in high school in the Newport Mesa Unified School District in California. This study used a mixed-methods approach to examine perceptions on the use of credit recovery software and its relationship to student achievement.
Three research questions framed this study: (a) what do student achievement and credit recovery data suggest about the effectiveness of the Newport Mesa Unified School District (NMUSD) credit recovery program, (b) What do the perceptions of students, teachers, and administrators suggest about the relationship between student intelligences and the effectiveness of credit recovery programs in the NMUSD, and (c) what are student, teacher, and administrator perceptions about the effectiveness of NMUSD credit recovery in promoting student self-worth, potentially leading to greater levels of self-actualization?
Findings indicated that differences in achievement between students who have taken credit recovery classes and those who did not were negligible. It was found that both coursework given in credit recovery classes as well as board policies that endorsed the use of this software to remediate credits increased the number of students taking these types of classes. Positive perceptions about credit recovery courses were found among all stakeholders concerning the software's ability to appeal to students who were inclined to visual-spatial and musical-rhythmic intelligence, its mastery learning components, and the simplified structure of the coursework. The findings also showed a positive relationship between the use of such software and the promotion of student self-worth. Stakeholder groups that had experience with CRO software expressed more support for the use of CRO software as an effective learning tool than those who did not have experience with such software, suggesting a continuing debate between supporters of traditional instructional practices and those who see the benefits of using credit recovery software. The application of the learning theories of Gardner and Maslow were found to validate the use of credit recovery software as an effective tool for student learning.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Secondary education, Educational technology|
|Keywords:||Achievement gap, Credit recovery, Online learning, Stakeholders, Student success|
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