Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Academic Achievement of Dual Enrolled Students: Do Instructors and Venues Matter?

McGrew, Heidi Much
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512993898640436

Abstract Details

2017, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
This study investigated the impact that instructor type (high school teacher or college faculty) and educational venue (high school or college campus) had on the academic achievement of dual enrollment students as measured by overall course grades in First-Year Composition and College Algebra courses. A pre-existing data set from a large Midwestern urban community college, spanning two academic years was used in the analysis. The researcher analyzed the data using descriptive methods, as well as two separate statistical analysis methods: an independent samples t-test and a one-way between groups ANOVA. The results revealed that, in general, dual enrollment students in First-Year Composition taking courses from a high school teacher scored higher and performed better in terms of overall course grades compared to dual enrollment students in First-Year Composition who were taking courses from college faculty. However, dual enrollment students in College Algebra taking courses from a high school teacher faired similarly to dual enrollment students in College Algebra taking courses from a college faculty member. The results also revealed that the Delivery Model (i.e., high school teacher on a high school campus, college faculty on a high school campus, or college faculty on a college campus) did impact the overall course grade of dually-enrolled students in First-Year Composition but not in College Algebra. The findings are discussed in terms of further research and practice.
Thomas Lasley, II Ph.D. (Committee Chair)
Joseph Valenzano, III Ph.D. (Committee Member)
Michele Welkener, Ph.D. (Committee Member)
Mary Ziskin, Ph.D. (Committee Member)
138 p.
Community College Education; Education; Education Policy; Educational Evaluation; Higher Education; Secondary Education; Teacher Education
Dual Enrollment, Academic Achievement, Instructor Type, Educational Venue

Recommended Citations

Citations

  • McGrew, H. M. (2017). Academic Achievement of Dual Enrolled Students: Do Instructors and Venues Matter? [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512993898640436

    APA Style (7th edition)

  • McGrew, Heidi. Academic Achievement of Dual Enrolled Students: Do Instructors and Venues Matter? 2017. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512993898640436.

    MLA Style (8th edition)

  • McGrew, Heidi. "Academic Achievement of Dual Enrolled Students: Do Instructors and Venues Matter?" Doctoral dissertation, University of Dayton, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512993898640436

    Chicago Manual of Style (17th edition)

dayton1512993898640436
353
© 2017, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.