A Mixed Methods Analysis of Parental Support for a High School Hybrid Learning Program

Autor/in	Stiefel, Jacob P.
Titel	A Mixed Methods Analysis of Parental Support for a High School Hybrid Learning Program
Quelle	(2016), (232 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-0907-5
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Parent Participation; Parent Child Relationship; Parent Attitudes; Blended Learning; Secondary Education; High School Students; Intention; Predictor Variables; Parent Surveys; Regression (Statistics); Semi Structured Interviews; Usability; Computer Use; Program Effectiveness; Learner Engagement; Student Motivation; Training; Access to Computers; Internet; Technical Support; Adoption (Ideas); Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Sekundarbereich; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Regression; Regressionsanalyse; Schulische Motivation; Ausbildung; Ideas; Ideenfindung
Abstract	Hybrid learning programs may offer the most benefits for secondary schools to help prepare students for the online learning requirements of higher education and the workforce. Parental support will be necessary for academic success of high school students in a hybrid learning program, though. The purpose of this sequential mixed methods study was to determine the degree to which the behavioral intention (BI) of parents to support their children in a hybrid learning program was predicted by computer use and experience, perceived efficacy, perceived enjoyment, and perceived usefulness of a hybrid learning program via a quantitative, nonexperimental study. To elucidate the findings of the quantitative study, a qualitative follow-up study of parents' perceptions based on the quantitative predictors was conducted. The final quantitative study sample was comprised of 42 parents of high school students enrolled at Selinsgrove Area High School, Pennsylvania. These parents completed the Liaw survey, which was used to determine, based on a regression analysis, if the identified factors predicted parents' BI to support a hybrid learning program. A qualitative sub-sample of seven parents participated in semi-structured interviews to help understand parents' experiences that were connected to the predictors. Results from the study indicated that only perceived usefulness (beta = 0.57, t = 4.57, p < 0.05), perceived enjoyment (beta = 0.14, t = 1.05, p > 0.05), and computer use and experience (beta = 0.13, t = 1.06, p > 0.05) did not. Parents further explained that other factors, such as student motivation, student training, high speed Internet access at home, teacher support beyond school hours, and technical support at home would all be important for student success in a hybrid program. School leaders can use this information while designing and implementing a hybrid learning program to help garner parental support. While this study is novel in its exploration of parental perceptions, further research is needed to determine what other factors could be included to more precisely predict parents' BI to support a hybrid learning program. [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