Academic Outcomes of Developmental Community College Online and Face-to-Face Classes: The Differences between Male and Female Students

Autor/in	White, Gailynn
Titel	Academic Outcomes of Developmental Community College Online and Face-to-Face Classes: The Differences between Male and Female Students
Quelle	(2013), (91 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-3021-5
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Web Based Instruction; Conventional Instruction; Electronic Learning; Gender Differences; Comparative Analysis; Academic Achievement; Success; College Students; Outcomes of Education; Distance Education; Reading Skills; Mathematics Skills; English; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Web Based Training; Geschlechterkonflikt; Schulleistung; Erfolg; Collegestudent; Lernleistung; Schulerfolg; Distance study; Distance learning; Fernunterricht; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; English language; Englisch; Kalifornien
Abstract	Earning a college degree has become a near necessity for men and women to compete in the U.S. workforce today. Despite this necessity, many students graduate from high school without the necessary skills to succeed in college. A large number of those students look to the U.S. community college system to bolster their skills in reading, English, and math. The success rate for students enrolled in these developmental courses tends to be low, which means that they will not be able to achieve their goals. Distance education courses have become an invaluable way for students to take courses while balancing work and family demands. This study used an ex post facto, causal comparative design to compare the success rates of all male and female California community college students enrolled in online developmental as well as traditional education courses over a 4-year period. The study sought to determine if gender and modality in which those courses were taken had an impact on those success rates. The results indicate that women are successful more often than men no matter how the classes are taken and that traditional students are more successful than online students. Care must be taken in interpreting the results as the data was limited to the state of California and andragogy was not controlled for in this study. Additional studies must be conducted that control for andragogy and are not limited to 1 state. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01