Education Commons^™

Motivation, Persistence, And Achievement In Community College Asynchronous Online Courses, Rachel Michelle Desmarais

STEMPS Theses & Dissertations

Community college students enrolled in asynchronous online courses were examined for the correlational effects of motivation factors upon achievement and persistence in major and non-major courses. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1991) was employed to obtain measurements on motivation and self-regulatory factors. Demographic factors and first generation student status were used to determine any interaction effects.

A series of binary logistic regressions demonstrated significant, positive correlations between self-efficacy and modified MSLQ task value on persistence for these students. A series of ordinal logistic regressions demonstrated significant, positive correlations between …

Late Registration And Student Success In On-Campus And Online Classes, Patrick Tompkins

Educational Foundations & Leadership Theses & Dissertations

The study examined the effect of late registration into on-campus and online classes upon student performance when accounting for completion of a college success skills course and the demographic factors of sex, race/ethnicity, age, and full-time/part-time enrollment status. The data source was 2010-2013 ex post facto data from 23 colleges in a large community college system in the southeastern United States. The statistical method of binary logistic regression was applied to the data. The regression models failed to yield strong predictions of the association between registration timing and student success. Coupled with previous studies, this study demonstrated that the presumed …

Academic Predictors Of Online Course Success In The Community College, Christy D. Hawkins

STEMPS Theses & Dissertations

The purpose of this study was to identify academic factors that might predict online course success for community college students. Online course success was a focus of national research and debate as studies consistently indicated lower success rates in online courses as compared to traditional courses; however, research that identified academic predictors to guide the development of policies and services that support student success in online courses was limited.

A random sample of 20 online course sections held at one multi-campus, urban community college resulted in 491 enrollees being examined for seventy-eight factors that might predict online course success. Factors …

The Interactive Question Protocol: Examining The Relationship Between Feedback, Cognitive Development And Student Achievement, G. Simon Richmond

Theses and Dissertations in Urban Services - Urban Education

Feedback is an essential component of effective learning. The advent of the internet as a delivery mode for distance education has expanded the access many people have to higher learning. Despite many advantages that online courses provide for distance learning students, they often lack real time feedback. A software intervention called the Interactive Question Protocol was designed for this study to provide automated, real time feedback. That treatment was then contrasted against changes in student achievement, satisfaction and participation. Learners can be categorized by Perry's scheme of mental maturity according to how they understand and interpret the knowledge they acquire. …

Synchronous Text-Based Chat Vis-À-Vis Asynchronous Threaded Discussion: An Instructional Strategy For Providing An Option In Two Course Delivery Schemes, Shin Yi Lin

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to investigate whether an instructional strategy of providing students an option of two types of online text-based discussion (chat vs. threaded discussion forum) had significant effects on student satisfaction, cognitive achievement, and self-efficacy. In an effort to identify any differential effects associated with student characteristics, students' age and learning preferences were used as blocking variables. The study sample was teacher education students. Statistical procedures employed were MANOVA; MANCOVA, regression analysis, chi-square, and correlation were employed. The findings show that such an instructional customization—providing the online discussion forum option—has positive impacts on student satisfaction and …

Variables Associated With A Sense Of Classroom Community And Academic Persistence In An Urban Community College Online Setting, Cynthia P. Cadieux

Theses and Dissertations in Urban Services - Urban Education

No abstract provided.