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ERIC Number: ED522599
Record Type: Non-Journal
Publication Date: 2010
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-6088-1
ISSN: N/A
Factors Influencing Success in Online High School Algebra
Liu, Feng
ProQuest LLC, Ph.D. Dissertation, University of Florida
At present, an increasing number of students at the K-12 level in the U.S. are taking courses online via virtual schools, which have been in existence since the end of the 20th century. Virtual schooling is becoming a mainstream option alongside traditional face-to-face learning environments. Even with its increasing popularity, very few empirical studies have been conducted to provide practical guidance for teaching, learning, research, and policy making in K-12 virtual schooling. Some leading virtual school organizations, such as the Southern Regional Educational Board and the International Association for K-12 Online Learning, have produced standards in these fields. However, many of the standards lack empirical support based on research conducted in virtual learning environments. Math has been identified as a very important force to push a society forward since it is considered a foundational subject. Many countries emphasize the improvement of math knowledge and they develop policies to attract more people to the field. The examination of success factors in the math field in general and Algebra in specific in virtual learning environments can provide better implementation strategies in 12 virtual schools to improve student math and science achievement and increase the Science, Technology, Engineering, and Mathematics (STEM) workforce in U.S. The purpose of this study is to examine the factors including LMS utilization, teacher comment/feedback and student demographic information that can influence the success of Algebra courses in K-12 virtual learning environments. Students who completed Algebra and took the end-of-course (EOC) test and students who took one state standardized mathematics test at grade 6-8 level in a state virtual school in the Midwestern U.S. region during 2008-2009 participated in this study. Student scores on these tests were collected by this virtual school. Hierarchical linear modeling (HLM) technique was used for data analysis to account for the influence of school characteristics on student scores. The results show these factors have different influences on student performance on the state standardized mathematics test and the Algebra EOC test. These findings have implications for quality online teaching, instructional design, and the policy-making process in virtual learning environments. Further research is proposed based on the results and limitations of this study. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A