Date

9-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Shante Moore-Austin

Keywords

Adult Attention Deficit Hyperactivity Disorder, Attention, Classroom Achievement, Course Completion, Motivation, Online Classroom

Abstract

The purpose of this causal-comparative study was to determine the impact, if any, that adult ADHD has on student performance within the online classroom. The researcher sought to identify any underlying correlations which exist that will impact benchmark assessment grades (final exam essay), grade point average (GPA), and course completion rates for students who are highly likely to have ADHD when compared with their neurotypical counterparts. The 41 participants were adult learners who were enrolled in an online, general education course at a university located in the southeastern portion of the United States. Independent samples t-tests and Chi Square tests were utilized to assess if there was a significant difference in benchmark assessment grades (final exam essay), grade point average, and course completion rates for students who are highly likely to have adult ADHD, (as indicated by four or more checks within the shaded region of Part A on the Adult ADHD Self-Report Scale), and those who are not highly likely to have adult ADHD within the online classroom. Levene's test of homogeneity of variance was conducted to evaluate the assumption of equality of variances. No significant statistical differences were discovered. Although no significant findings surfaced in this study due to the limited participant pool, further research is needed as many adult learners unknowingly suffer from ADHD, but they are not armed with the necessary knowledge to overcome the obstacles which are present in the online environment. Conclusions from this study provide insight for educators, students, and the community as a whole for working with this demographic.

Download

Share

COinS