Differences in Students' Satisfaction of the Economics and Personal Finance Virtual High School Course Between Students Attending Economically Disadvantaged and Non-Economically Disadvantaged Schools in Virginia ID: 11707
School of Education
Doctor of Education (EdD)
E-learner Satisfaction, High School, Online Learning, Socioeconomic Status (SES), Student Satisfaction, Virtual Learning
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education
Smith, Lhe, "Differences in Students' Satisfaction of the Economics and Personal Finance Virtual High School Course Between Students Attending Economically Disadvantaged and Non-Economically Disadvantaged Schools in Virginia ID: 11707" (2016). Doctoral Dissertations and Projects. 1329.
Virtual learning is a mandated high school graduation requirement for students entering high school during the 2013 school year in the state of Virginia. The purpose of this quantitative, causal-comparative study was to analyze the differences of perceived overall satisfaction of high school students enrolled in a virtual course in different socioeconomic status schools, as measured by the e-Learning Student Satisfaction (ELS) instrument. The study participants were high school students enrolled in an Economics and Personal Finance virtual/online high school course in Virginia, n = 249. The study utilized a one-way multivariate analysis of variance (MANOVA) to determine if there will be a statistically significant difference in means between the dependent variables, (perceived overall satisfaction, content, learner interface, personalization, and learning community). The independent variable is school’s socioeconomic status (SES) defined as economically disadvantaged or non-economically disadvantaged, which is determined by the published Virginia Department of Education (VDOE) enrollment and demographic report. The researcher did not find a statistically significant difference in perceived overall satisfaction, content, personalization, and learning community. However, the researcher did find a significant difference regarding learner interface.