Date of Conferral
Darci J. Harland
Although the number of high school students taking online courses for an initial course or credit recovery (CR) is growing, it is not clear why at-risk students are not successful in blended CR courses. The purpose of this qualitative multiple case study was to explore teachersâ perceptions and studentsâ experiences related to at-risk studentsâ motivation in blended CR courses. Kellerâs ARCS model of motivation for instructional design provided the framework for the study. Data were collected from interviews with 2 teachers, 5 students and from 2 school sites, face-to-face classroom observations, and online CR curricula. Data were analyzed through a priori coding and cross-case analysis aligned to the conceptual framework. Findings showed at-risk high school studentsâ experiences related to motivation in blended CR courses were influenced by their attention being captured, finding relevance in the course, experiencing confidence while completing tasks, and finding satisfaction (internally and externally) throughout the course. Findings may provide school districts with information related to motivational strategies in CR courses. Findings may also provide an increased understanding of what motivates high school students in these courses and how teachers can better support at-risk students.
Parnell, Tyese L., "Motivational Factors of At-Risk Students in Blended High School Credit Recovery" (2020). Walden Dissertations and Doctoral Studies. 9221.