Date
8-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Carolyn McCreight
Keywords
Credit Recovery, High School Students, Student Engagement
Disciplines
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology
Recommended Citation
Douds, Tara, "The Predictive Relationship between Student Engagement Scores and Pass/Fail Rates of a Credit Recovery Course among High School Students" (2018). Doctoral Dissertations and Projects. 1820.
https://digitalcommons.liberty.edu/doctoral/1820
Abstract
The purpose of this predictive correlational study was to examine the relationship between Finn’s conceptual framework of student engagement as it relates to the pass/fail rate of an online credit recovery course. A logistic regression was utilized in this study. The predictor variable was student engagement of high school students. The criterion variable was the pass/fail rate of a credit recovery course. The participants included a nonrandom sample of 49 students from two public high schools. The students completed the Motivation and Engagement Scale – High School (MES-HS) survey comprised of 44 questions, which measured student motivation and engagement. The results indicated that student engagement was a predicator of a student's academic success. Suggestions for further research were included.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons
