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Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: James Raths, School of Education. Includes bibliographical references.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 33 p. Includes bibliographical references p. 31-33.

Thesis (EdD.)--Open University.

Thesis (Ed. D.)--Temple Baptist Seminary, 2000. / Abstract. Includes bibliographical references (leaves 107-114).

<p> With the increase in demand for higher education, colleges and universities across the country are adapting and providing alternative ways for students to receive a college degree. This includes providing sections of classes purely online as well as in-seat. The purpose of this thesis was to investigate knowledge, motivational and behavioral changes among students enrolled in an in-seat, face-to-face introductory nutrition course compared to students enrolled in an online version of the same course. A pre- and post-semester survey were distributed and results showed that overall there were no significant differences in knowledge, motivation and behavior between the in-seat and online students during the pre- and post-surveys (<i>p</i> > 0.05). Both groups showed improvement overall in nutrition knowledge learned and nutrition related behaviors and slight decreases in overall motivation a result of being enrolled.</p>

<p> The study was conducted to determine whether Edmodo, an interactive digital platform that enables students and teachers to interact collaboratively, has an impact on student achievement. Teachers at an urban southeast middle school were given the opportunity to receive training in Edmodo and after doing so, agreed to participate in this study. A total of 207 seventh-grade students exposed to Edmodo were compared to 120 students who were not. An aptitude treatment interaction design applied through least squares regression was used to examine the joint impact of demographics (i.e., gender, ethnicity, English language learner status, special education status, and age relative to grade), initial ability, and exposure to Edmodo on students&rsquo; Florida Comprehensive Assessment Test scores in reading. The results of this study failed to identify a significant first or second order effect of Edmodo on students&rsquo; reading achievement. Among the demographic factors examined, only English language learner status was found to have a significant impact on student achievement. The impact of Edmodo may depend on the quality and quantity of its usage, as captured through a share score. Future studies should consider using causal modeling to explore that relationship. Efforts should be made to continue using the platform in order to realize the benefits associated with it. Future efforts should focus on gaining a deeper understanding of the way collaboration affects student achievement.</p>

<p> The current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for student academic failure and drop out. Challenges associated with academic-oriented forms of stress and anxiety (Baillie &amp; Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier &amp; Morgan, 2008; Jean, 2010; Pike &amp; Kuh, 2005; Soria &amp; Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich &amp; Zusho, 2002; Robbins et al., 2004; Zimmerman &amp; Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian &amp; Feng, 2013; Borman &amp; Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012).</p><p> The wide body of research confirms that no single factor reliably predicts college academic success or failure, although institutions have traditionally relied upon indicators of prior achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon &amp; Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college student achievement (Bandura, 1986; 1997; 1999; Lazarus &amp; Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus &amp; Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college academic achievement. </p><p> The main purpose of this study was to examine the degree of influence student background characteristics, indicators of prior achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed academic-oriented stress-appraisal and coping model was tested for viability in predicting student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year achievement; 2) the influence of student prior achievement (i.e., H. S. GPA and SAT scores) on first-year achievement; 3) the potential mediating influence of cognitive appraisals on first-year achievement; and 4) the potential moderating role of self-regulated learning in first-year achievement. For this archival study, all student demographic data, measures of prior achievement, first-year college achievement (cumulative GPA) and self-report responses to the LASSI-HS (Weinstein &amp; Palmer, 1990) instrument were accessed from a large sample (<i>N</i> = 29,431) of first-time, first-year students enrolled at a mid-sized, Midwestern 4-year university during years 2004-2012. Using an established model of stress-appraisal and coping (Lazarus &amp; Folkman, 1984) within an academic context, five models were tested using Structural Equation Modeling (SEM) to answer the specific research questions and investigate the utility of the models in predicting first-year college achievement. </p><p> The results revealed that although all background factors (i.e., gender, ethnicity, first-generation status) were statistically significant predictors of first-year achievement (GPA), their influence on first-year GPA was minimal. Additionally, prior achievement had a statistically significant, but weak, influence on first-year GPA. Although the direct path relationships for all pre-existing personal factors were statistically significant, the results also indicated anxious cognitive appraisals served a mediating role between these factors and first-year GPA. Thus, a partially mediated model best represented the relationships among these variables. The potential moderating effects of motivational regulation and active coping strategies did not have any meaningful impact in the two self-regulatory coping models tested. Although some statistically significant relationships were observed and provided evidence that background factors, prior achievement, anxious cognitive appraisals and self-regulated learning are associated, their influence was minimal and offered little practical utility in explaining first-year college student achievement. </p><p> Overall, the results of the study were unexpected given the strong theoretical and empirical support for the measures utilized in the study and literature supporting meaningful and rather robust relationships among the variables of interest. This atypical finding seemed to be due primarily to the first-year student GPAs, and suggests attending to concerns related to the evaluation of student performance and achievement in the first year of college. (Abstract shortened by UMI.)</p>

<p> Although enrollment in online community college courses continues to increase, there is evidence that many students are not completing their studies. Research on persistence indicates the importance of students feeling connected with their institution through faculty and staff which can be difficult when separated geographically. Using the Model of Online Community College Student Satisfaction and Continued Enrollment (MOCCSSE), a path model which includes components from both Tinto&rsquo;s Theory of Student Departure and Kember&rsquo;s Model of Dropout in Distance Education, this study explored traditional-aged community college students&rsquo; levels of satisfaction with their academic advisor to determine if they influence the students&rsquo; decision to continue enrolling online. </p><p> Study participants included 346 traditional-aged community college students who enrolled exclusively in online courses for at least one semester in Maryland, Pennsylvania, or Virginia. Eligible students were identified by institutions and invited by email to participate in an electronic survey using SurveyMonkey. Results of this study were analyzed using path analysis to build a model linking students&rsquo; satisfaction with academic advising and online experience with online adaptability level and continued online enrollment. </p><p> The interaction of satisfaction with online education experience and the advisor seems to indicate a positive effect on continued online enrollment. Continued online enrollment was also positively affected by online adaptability level, which was measured by student&rsquo;s self-efficacy and perceived mastery of computer usage and time management. These findings suggest that while students who have the necessary skills to succeed in an online education environment are likely to continue enrolling online, their satisfaction with their advisor and their online education experience may also impact that decision. </p><p> A major limitation was that the survey items that were thought to measure online satisfaction did not; instead student&rsquo;s level of overall satisfaction was used to create a construct. Other limitations included removal of participants who did not communicate with their academic advisor, and the low percentage of students who check email regularly. Future research should investigate demographics of traditional-aged community college students further. Topics should include expanding diversification of online students so that demographics align with overall population, and comparing traditional-aged and non-traditional students with previous studies.</p>

<p> The purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students&rsquo; perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, &amp; Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.</p>