Date of Conferral







Felicia A. Blacher-Wilson


Although online credit recovery opportunities are available to high school students enrolled in a United States of America territory credit recovery school, the inability of students to access these courses outside of the school is difficult because students do not have online access. This study examines the role self-efficacy plays on students successfully completing high school through taking advantage of online credit recovery opportunities. The purpose of this general qualitative interview study was to examine at-risk students’ perceptions of online credit recovery opportunities and the role of efficacy for students enrolled in online credit recovery school. Using the social cognitive theory and constructivist theory as the conceptual frameworks, virtual individual face-to-face semi structured interviews were conducted with 9 credit recovery students and 5 high school administrators from the district. Individual interviews were transcribed and coded with NVivo. Students had an overall positive perception of online credit recovery courses and believed that their efficacy positively contributed to their success. Administrators had an overall positive perception of online credit recovery courses. These findings contribute to positive social change by identifying how administrators can support their teachers and school staff with the resources provided by the district to increase teaching strategies, social and emotional training, and administrator training, which will lead to at-risk students being successful enrolled in credit recovery programs.