A Comparative Analysis of Cultural Diversity Satisfaction Scores of Undergraduate Students in Online Learning Environment
School of Education
Doctor of Education (EdD)
Dr. Beth Ackerman
African-American, Cultural Diversity, Hispanic, Latino, Online Education, Satisfaction
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | International and Comparative Education | Other Education
Lobaina, Orlando, "A Comparative Analysis of Cultural Diversity Satisfaction Scores of Undergraduate Students in Online Learning Environment" (2016). Doctoral Dissertations and Projects. 1149.
The purpose of this quantitative, causal-comparative study was to analyze the differences of perceived overall satisfaction scores (organizational structure, technology usage, and curriculum design) between Caucasian, Latino-American, and African-American undergraduate students enrolled in an online program, as measured by the Cultural Diversity Satisfaction Survey (CDSS) instrument. This study compared the differences between three distinct diverse groups for overall satisfaction in an undergraduate online general elective course. The study participants were undergraduate students enrolled in an online general elective course in Virginia, n = 433. The study utilized a one-way ANOVA to determine if there was a statistically significant difference in means between the dependent variables, (a) organizational structure of the course, (b) learner’s understanding and usage of technology, and (c) curriculum design and the independent variable, the student’s ethnicity. It was found that there was a statistically significant difference in the satisfaction scores between two ethnic groups (African-American and Caucasians) in the design scores. Results also showed no statistical difference in the other two dependable variables between all three ethnic groups. It was concluded that two ethnic groups, African-American and Hispanics, view communication with faculty and peers very highly in an online course. Since it is expected that the Asian community in the U.S. may surpass Hispanics by the year 2065, it will be helpful to conduct a similar study comparing the satisfaction scores of all four ethnic groups in an online course.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, International and Comparative Education Commons, Other Education Commons