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Dissertation
Experiences Of At-Risk Male Students In Online Credit Recovery: A Phenomenological Study
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2024
Abstract
Numerous studies have demonstrated the effects of motivation on increasing student achievement, especially in online learning contexts. Motivated students exhibit academic perseverance, improved quality of effort, more profound levels of learning, and enhanced course performance. Understanding the impact of content-specific factors requires additional research into the experiences that impact motivation. This qualitative research aimed to investigate the content-specific motivational experiences of at-risk high school males enrolled in online credit recovery (OCR) English courses. Keller’s (2010) ARCS model focuses on motivation and developing and supporting learners' motivation throughout the instructional process, particularly in online learning situations. The theory outlines attention, relevance, confidence, and satisfaction as its constructs. Despite innovative interventions such as online credit recovery, the gender achievement gap in reading has not only remained but has widened. At the same time, the lowest-performing students have experienced an even more significant decline in reading achievement and motivation. An in-depth investigation of learners' lived experiences revealed how content-specific aspects in OCR English courses affected their motivation. The outcomes of this study provide more support for prior studies investigating the influence of instructional design and academic experiences on learner motivation. Potential areas for future research include exploring alternative literacy-based online credit recovery courses, examining different methods and features of online credit recovery courses, and employing a mixed-methods approach to analyze student outcomes and personal experiences in a literacy-based online credit recovery course.
Details
- Title
- Experiences Of At-Risk Male Students In Online Credit Recovery
- Resource Type
- Dissertation
- Contributors
- Holley Handley (Advisor)Byron Havard (Committee Member)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 170
- Copyright
- Unpublished work © Barnes, Eglasia
- Identifiers
- 99380599342206600
- Academic Unit
- Instructional Design and Technology
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida