Analyzing academic performance among community college dual enrollment students: a comparison of online and face-to-face courses
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Abstract
This study examined students' grades and withdrawal patterns in online and face-to-face dual enrollment courses to understand online dual enrollment outcomes more deeply. Specifically, it focused on how demographic factors and instructional modalities interact with student outcomes. Using quantitative research design, this research analyzed data from a large community college in southwest Missouri to explore variations in grades and withdrawal rates based on gender, race and ethnicity, first-generation status, and geographic location. The study found significant differences in grades and withdrawal rates among various demographic groups, with disparities more pronounced in online courses. Female students consistently outperformed male students across modalities, while Hispanic students and first-generation students faced greater challenges, showing lower pass rates and higher withdrawal rates compared to their peers. Additionally, grades and withdrawal patterns varied by discipline and instructional modality, with some fields demonstrating comparable outcomes between modalities and others showing significantly higher withdrawal rates in online courses. These findings align with existing literature and suggest that individual student characteristics and course modality are crucial considerations in dual enrollment program design and support services. By highlighting the complex interactions between student demographics, instructional modality, and academic discipline, this research provides valuable insights for educators, administrators, and policymakers aiming to develop more equitable and effective dual enrollment programs.
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Introduction -- Literature review -- Methodology -- Results -- Conclusions, interpretations, and recommendations for future research
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Ph.D. (Doctor of Philosophy)