رسالة جامعية
Predicting Dual Enrollment Course Completion among Males in Virginia: A Quantitative Correlational Study with an Ordinal Logistic Regression Analysis
| العنوان: | Predicting Dual Enrollment Course Completion among Males in Virginia: A Quantitative Correlational Study with an Ordinal Logistic Regression Analysis |
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| اللغة: | English |
| المؤلفون: | Jennifer L. Oliver |
| المصدر: | ProQuest LLC. 2023Ed.D. Dissertation, Northcentral University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 157 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Predictor Variables, Dual Enrollment, Males, High School Students, Academic Achievement, African American Students, Racial Differences, Credits, First Generation College Students, Grade Point Average, Placement Tests, Scores, Access to Education |
| مصطلحات جغرافية: | Virginia |
| ردمك: | 979-83-8194-113-5 |
| مستخلص: | This study utilized ordinal logistic regression to investigate the factors influencing the completion of dual enrollment courses among male participants in a Virginia high school program. The research aimed to address the significant underrepresentation of Black males in dual enrollment participation and credit attainment compared to their White male peers, despite equal access. Drawing from psychologist Lev Vygotsky's sociocultural theory, which emphasizes the social nature of learning and the influence of culture on intelligence development, the study investigated the predictive role of various factors, including first-generation college student status, race, cumulative GPA, English and mathematics placement test scores, and the number of attempted dual enrollment credits. Based on archival historical data, a stratified random sample of 174 high school students (both Black and White males in grades 11 and 12) was chosen, all attempting at least one college-level class during the 2019-2020 academic year. The findings revealed that higher cumulative GPAs and attempting more credits increased the likelihood of Black males successfully earning dual enrollment credits. The second research question indicated that first-generation students attempting more dual enrollment credits were more likely to succeed in earning such credits. Additionally, first-generation students with higher cumulative GPAs had an increased likelihood of earning dual enrollment credits. Students with higher cumulative GPAs and those attempting more dual enrollment credits or possessing higher placement test scores also earned more dual enrollment credits. The study's results offer practical recommendations for secondary and community college educators, emphasizing the importance of removing barriers to access. The findings underscore the necessity for further research to comprehensively understand factors impacting students' completion of dual enrollment credits. The study advocates for educators and policymakers to consider students' access to academic support and be aware of elements enhancing the likelihood of successful dual enrollment credit attainment. Overall, this research contributes to the ongoing dialogue on improving the effectiveness and equality of dual enrollment programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30812498 |
| رقم الأكسشن: | ED649077 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-8194-113-5 |
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