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Graduate and Professional Studies
Doctor of Education
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Dual-enrollment College Algebra is offered in three modalities: at the college, at the high school, and online. The purpose of this study was to examine if the dual-enrollment College Algebra modality impacts early collegiate performance. A program evaluation was conducted using a causal-comparative design to explore potential cause-and-effect relationships between the dual-enrollment College Algebra modalities and five outcomes. The population included Oklahoma State System of Higher Education students who completed dual-enrollment College Algebra and subsequently earned freshman College Algebra postrequisite math grades, freshman College Algebra postrequisite science grades, or college credit in the fall semester after high school graduation. One-way ANOVA and chi-square analyses were applied to determine if there were statistically significant differences among students who completed College Algebra within the three dual-enrollment modalities using: freshman College Algebra postrequisite math grades and D, F, and Withdraw (DFW) grade rates; freshman College Algebra postrequisite science grades and DFW grade rates; and first-semester freshman grade point averages (GPAs). No statistically significant differences were observed in the four aforementioned freshman College Algebra postrequisite outcomes. These results suggest that the dual-enrollment College Algebra modality may not influence College Algebra postrequisite math and science performance. Conversely, significant differences were observed in first-semester freshman GPAs. Students who completed dual-enrollment College Algebra at the high school earned significantly lower first-semester freshman GPAs than students who completed dual-enrollment College Algebra online and at the college. These results suggest that the high school dual-enrollment College Algebra modality may negatively influence first-semester freshman GPAs.
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Archer, Daniel, "The Impact of the Dual-Enrollment Modality on Subsequent Collegiate Performance" (2018). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 114.