Comparing the College Persistence of Dual-Enrolled 11th and 12th Grade High School Students Based on Gender and Mode of Course Delivery
Year: 2019
Type: article
Study design: Observational Study
Abstract: The purpose of this quantitative causal-comparative study was to determine if a statistically significant relationship exists between the level of postsecondary persistence (DV) of dual-enrolled students based on student gender (IV) and the mode of course delivery (IV). This study used Tinto’s and Bean’s Student Integration Theories to explain how gender and participation in the different modes of course delivery in a dual-enrollment program affects the college persistence of 11th and 12th grade high school students as measured using the College Persistence Questionnaire (CPQ). This study examined the relationship between a student’s gender and mode of course delivery and the college persistence of dual-enrolled 11th and 12th grade high school students. The problem addressed by this study was the uncertainty of how gender and mode of course delivery affects the college persistence of dual-enrolled high school students. Data from the CPQ was collected from a convenience sample of 101 dual-enrolled high school students taking courses in one of the three modes of delivery at a rural technical college in a southern U.S. state. The data was analyzed using a two-way ANOVA with two groups at an alpha < 0.05 level to determine if a statistically significant relationship exists. The results of the ANOVA indicated a statistically significant difference in the college persistence scores of dual-enrolled high school students based on mode of course delivery, while the results for gender and the interaction between the two independent variables were not significant.
Author: Joseph Lawrence Depenhart
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2911676970