The purpose of this study was to develop a methodological approach using
secondary data that researchers, faculty, and staff can utilize to assess student course
performance and to identify the input and course environment factors that best predict
student course success in an undergraduate lecture capture quantitative methods course.
Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a
framework, this quantitative study examined both input variables that students bring to a
course as well as the course environment factors that students experience in the course.
Three secondary data sources were utilized and analyzed using descriptive and multivariate
statistics.
The findings revealed that students with higher levels of student course
engagement and academic self-concept were more likely to achieve student course
success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam
scores were the strongest predictors of student course success.
The largest implication from this study was the methodological approach
developed to identify factors that predicted student course success. This approach can be
used to help faculty identify course-embedded measures for assessment as well as
develop Keys for Success to help future students succeed in difficult courses. While this
study added significantly to the limited research on lecture capture courses, future
research should further explore qualitative aspects of the course, such as motivation and
student video-viewing behaviors, as well as additional impacts on physical attendance in
lecture capture courses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40864 |
| Contributors | Sweet, Jonathan A. (author), DeDonno, Michael (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 263 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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