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ERIC Number: ED519069
Record Type: Non-Journal
Publication Date: 2010
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-8451-0
Enhancing Underrepresented, Community College Student Motivation through Blended Curriculum
Perlas, Char A.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this explanatory mixed method study was to examine the affect of the blended learning format on underrepresented, community college student motivation. This study was conducted at one California Community College and consisted of two samples of underrepresented students. Demographics from both samples demonstrated that the majority of the research participants were female (blended sample - 72.5% / traditional sample - 67.3%), Asian (blended sample - 52.5% / traditional sample - 40.8%) and age 18 - 25 (blended sample - 72.5% / traditional sample - 67.3%). The study took place in two phases. The first quantitative phase involved the distribution of the Academic Motivation Profile to a sample of students enrolled in a blended learning course (n=40) and a sample of students enrolled in a traditional learning course (n=49). The second qualitative phase comprised of a focus group consisting of four, randomly selected participants from the blended learning sample. Results from the quantitative phase of the study showed no significant differences at the p less than 0.05 level between the blended learning and traditional learning samples among all four categories of student motivation: Attention (p = 0.622), relevance (p = 0.702), confidence (p = 0.695) and satisfaction (p = 0.617). Results from the qualitative phase of the study demonstrated that the blended learning format had positively affected underrepresented student motivation in terms of providing students with both internal and external motivating factors. Specific recommendations for future research include expanding the number of campuses utilized, employing a quantitative instrument applicable to all blended learning course subjects, increasing the number of blended learning focus group participants and implementing a traditional focus group sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California