Date of Award
3-26-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Ella Benson; Joy Good
Call Number
LD 251 .A566d 2024 W55
Abstract
The problem addressed in this study was the high dropout rate and the resulting low graduation rate in alternative virtual school settings. This quantitative correlational case study examined the influence of three instructional modalities on students’ credit accrual and graduation rates in one alternative education virtual high school. The three modalities of instruction included a synchronous pathway, an asynchronous pathway, and a combination of synchronous and asynchronous instructional delivery. The lens of connectivism learning theory served as the theoretical framework that supports understanding the relationships between different modalities of instruction and students’ learning outcomes (e.g., accrual rates and graduation rates) in an online setting. Data were collected on the 2023 senior class, consisting of 238 students, to understand better the influence of academic services on at-risk students’ credit accrual and graduation rates. While no significant results were found in this study, the school has experienced an 11% increase in graduation rate over the last four years. Further research on other school programming components may highlight contributing factors that increase student learning and result in higher credit accrual and graduation rates.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Wilkinson, Jennifer L., "An Examination of Credit Accrual and Graduation Rates Through the Modalities of Instruction in An Online Learning Environment" (2024). Student Theses and Dissertations. 109.
https://arch.astate.edu/all-etd/109
