A credit recovery (CR) program was implemented at a rural high school in Texas to assist with high school completion. While graduation rates increased, the time for completion also increased for students in the CR program. The purposes of this correlational study were to examine factors that impact student learning in the CR program and to determine whether teachers were implementing student-centered instruction. Piaget's constructivist theory provided the framework for the study. The guiding question was to examine the relationships between student achievement and classroom environment, active learning, attendance, and student success from those enrolled in the credit recovery class at the target high school. A sample of 103 students in Grades 9-12 completed a 65-item Likert-scale customized form of the What Is Happening in the Classroom (WIHIC) survey with subscales in classroom environment, active learning strategies, student motivation, and student success. A correlational analysis was conducted using scores from the state assessment test, attendance data, and scores from the WIHIC. Results showed no statistically significant relationships among the variables. Based on these findings, a professional development program was crafted to assist teachers at the study site with writing CR curriculum to better align with the Texas Essential Knowledge and Skills and to include more hands-on constructivist learning activities. Implications for positive social change include the potential to improve secondary students' academic outcomes.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-4894 |
| Date | 01 January 2017 |
| Creators | Joyer, Richard Alan |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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