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FACTORS PREDICTING THE ESTIMATED SUCCESS OF CULTURALLY DIVERSE STUDENTS IN ONLINE COURSES IN POST-SECONDARY EDUCATION
Title
FACTORS PREDICTING THE ESTIMATED SUCCESS OF CULTURALLY DIVERSE STUDENTS IN ONLINE COURSES IN POST-SECONDARY EDUCATION.
Creator
Dunn, Shernette D., Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support...
Show moreThis mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013520
Subject Headings
Students, Online learning and distance education, Culturally relevant pedagogy, Postsecondary education
Format
Document (PDF)
Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college
Title
Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college.
Creator
Pedersen, Ginger Lee., Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine...
Show moreThe purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine whether students' gender, age, ethnicity, grade point average (GPA), English language proficiency, nontraditional status, placement scores and number of developmental courses could predict a students' success in college algebra and graduating with the Associate in Arts degree, and how placing in one or more developmental course was correlated with graduating with the Associate in Arts degree. Three research hypotheses were developed to determine any significant predictive ability among the variables studied. Hypotheses 1 and 2 used discriminant analysis to determine the predicative ability of identified variables and hypothesis 3 used a Pearson product-moment correlation coefficient to assess the relationship of placing into one or more developmental courses on graduating with the Associate in Arts degree. All hypotheses were tested at the .05 level of significance. The results of the study indicated that for hypothesis 1 the variables of GPA, number of developmental courses, level of mathematics courses and mathematics placement score were all significant predictors. For hypothesis 2, the variables of GPA, placement scores in reading and writing, and the number of developmental courses were all significant predictors. For hypothesis 3, the number of developmental courses that a student tested into did have a significant relationship with the student's receiving an Associate in Arts degree. The results are discussed in relation to ensuring that students are better prepared for college-level work by a series of recommendations relating to collaborative efforts between community colleges and local high school districts. In addition, recommendations are made to re-align the developmental mathematics curriculum to effectively prepare students for subsequent college-level mathematics courses.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12083
Subject Headings
Community colleges--Florida--Palm Beach County--Sociological aspects, Community college students--Florida--Palm Beach County--Statistics, Academic achievement--Florida--Palm Beach County, Postsecondary education--Research--Florida--Palm Beach County, Algebra
Format
Document (PDF)
Florida's performance accountability system and the effectiveness of workforce education providers
Title
Florida's performance accountability system and the effectiveness of workforce education providers.
Creator
Cunningham, Richard G., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the...
Show moreThis study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3332176
Subject Headings
Evaluation, Evaluation, School districts, Evaluation, Postsecondary education, Evaluation, Adult education and state, Evaluation, Educational accountability
Format
Document (PDF)