Campus Location
Dallas Campus (Online)
Date of Award
Fall 12-2018
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Irma Harper
Second Committee Member or Secondary Advisor
Carley Dodd
Third Committee Member or Committee Reader
Jason Morris
Abstract
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Archer, Daniel, "The Impact of the Dual-Enrollment Modality on Subsequent Collegiate Performance" (2018). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 114.
https://digitalcommons.acu.edu/etd/114