A Comparison of First and Continuing-Generation Student Success and Engagement in an Online General Education English Course

Autor/inn/en	Scruggs Hicks, Maya; Moore, Tchule
Titel	A Comparison of First and Continuing-Generation Student Success and Engagement in an Online General Education English Course
Quelle	(2021), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Missouri - Saint Louis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2047-0039-0
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; First Generation College Students; Academic Achievement; Learner Engagement; Online Courses; General Education; English Instruction; Undergraduate Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Online course; Online-Kurs; Allgemein bildendes Schulwesen; Allgemeinbildung; English langauage lessons; Englischunterricht
Abstract	Online learning has become a significant part of the strategic plan to increase enrollment and college access (Crawley, 2012). Allen & Seaman (2013) noted that more than 65% of U.S. higher education institutions believe that online education is necessary to sustain and continue progress toward their strategic planning goals to increase enrollment. The purpose of this convergent mixed-methods study was to examine the difference between first-generation and continuing-generation undergraduate student engagement and success in a 100% online Jr. Level English course at a university located in the Midwest region. The researchers conducted independent samples (two-tailed) t-tests, one-way ANOVA, and one-way MANOVA to determine if there were statistically significant differences in course success (self-reported final course grade of C- or higher) and levels of student engagement (social presence, cognitive presence, teaching presence and overall engagement for first-generation college students compared to their continuing-generation peers. The findings suggested that there were not any statistically significant differences in course success or levels of student engagement for first-generation college students compared to their continuing-generation counterparts. [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	2024/1/01