- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- On track for graduation: an investigation of causal factors related to student outcomes in a credit recovery program in a metro Atlanta school district, 2016
- Creator:
- Johnson-Reese, Shelia M.
- Date of Original:
- 2016-07-29
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- This study examined the relationship between credit recovery outcomes and select causal factors. In this study, credit recovery was defined as the extent to which students successfully complete the following courses: coordinate algebra, biology, physical science, and analytic geometry. Independent variables explored in this research were student motivation, student engagement, self-regulation, blended learning models, and formative assessments. A mixed method design was used to triangulate the quantitative data with the teachers perceptions data collected from the qualitative data. The qualitative data examined how teachers used formative assessments to improve student learning, the perception of the effectiveness of the program, and how credit recovery helped students to graduate from high school. The quantitative data found that there was no significant relationship between the independent variables in the study and credit recovery outcomes. Additionally, the data revealed that there was no significant relationship between teacher perceptions and credit recovery outcomes. Although there was no significant relationship between the dependent and independent variables in the study, the data did indicate there was a significant relationship between gender and credit recovery outcomes. The study found there was a highly significant relationship between formative assessments and student motivation, validating what research has already demonstrated about the effectiveness of formative assessments and its potential to engage and motivate students. The research also found that there was a highly significant relationship between blended learning and student motivation, suggesting implications for how blended learning can be used to engage and motivate students in credit recovery programs. KEY TERMS: Credit Recovery, High School Graduation, Online Learning, Curriculum and Instruction, Online and Distance Education
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2016_johnson_reese_shelia
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
