Academic achievement of dual enrolled students : do instructors and venues matter?
Date of Award
Ph.D. in Educational Leadership
Department of Educational Leadership
Advisor: Thomas J. Lasley
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.
Dual enrollment Research, Teacher effectiveness Research, School environment Research, Academic achievement Research, Community College Education, Education, Educational Evaluation, Education Policy, Higher Education, Secondary Education, Teacher Education, Dual Enrollment, Academic Achievement, Instructor Type, Educational Venue
Copyright 2017, author
McGrew, Heidi Much, "Academic achievement of dual enrolled students : do instructors and venues matter?" (2017). Graduate Theses and Dissertations. 1330.