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Tomaselli dissertation final.pdf (904.16 KB)

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Factors that Predict Student Success in Online High School Social Studies Courses

Tomaselli, Krista R
http://orcid.org/0000-0003-2483-423X
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404

Abstract Details

2018, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
High school students enrolled in online courses have not been as successful as students enrolled in traditional classroom settings. The primary purpose of this study was to explore factors that may predict student success in a variety of online social studies classes (i.e., civics, economics, and world history and geography) offered by Michigan Virtual. More specifically, the purpose of this study was to determine whether students’ reasons for enrollment, their frequency of engagement with formative assessments, and their levels of effort with formative assessments influence their success (whether or not they pass) in the course. This study relied on archival data consisting of student enrollment data and course completion data from Michigan Virtual’s high school online social studies courses offered during the fall and spring semesters of the 2016-2017 school year. Two analysis types, including a point-biserial correlation and three binomial logistic regressions were conducted. The results indicated that (a) frequency of engagement with formative self-assessments, (b) students’ reasons for enrollment, and (c) students’ level of effort with formative self-assessments all have a significant influence on student success for social studies courses at Michigan Virtual. Some recommendations for practice include (a) building formative self-assessment opportunities in online high school courses, (b) recording student performance on formative assessments so that course designers can analyze that data to help them determine which types of formative assessments may be more effective than others, and (c) assessing students during the enrollment process to determine if they are prepared for online learning.
Judy Lambert, Ph.D. (Committee Chair)
Leigh Chiarelott, Ph.D. (Committee Member)
Christine Fox, Ph.D. (Committee Member)
Tony Sanchez, Ph.D. (Committee Member)
124 p.
Education; Secondary Education
formative assessment; K-12; online learning; social studies

Recommended Citations

Citations

  • Tomaselli, K. R. (2018). Factors that Predict Student Success in Online High School Social Studies Courses [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404

    APA Style (7th edition)

  • Tomaselli, Krista. Factors that Predict Student Success in Online High School Social Studies Courses. 2018. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404.

    MLA Style (8th edition)

  • Tomaselli, Krista. "Factors that Predict Student Success in Online High School Social Studies Courses." Doctoral dissertation, University of Toledo, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404

    Chicago Manual of Style (17th edition)

toledo1544563517980404
257
© 2018, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.