Dual Enrollment: A Correllational Analysis of High School Students' Participation and College Persistence in Florida
Dual Enrollment: A Correllational Analysis of High School Students' Participation and College Persistence in Florida
Author:
Maria Salome E. Davis
Program of study:
D.B.A.
Abstract:
The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence.
Dedication:
This dissertation is dedicated to my family. My grandfather inspired me to seek knowledge and to share it with those who had lesser opportunities. My father believed in my dreams. My mother always encouraged me. My five sisters and two brothers inspired me to be a better “ate” (eldest sister). My husband, Terry, shared my joys, discoveries, and challenges, pushed me up when I was down, and carried me through. My friends cheered for me as I advanced from one chapter to another. I am truly blessed to be surrounded by so much love.
Acknowledgements:
Kahlil Gibran (1923) stated that “work is love made visible” (p. 15). This dissertation is a grand production woven in 16-hour days for the last two years. My deepest gratitude goes to Dr. John Sienrukos for his patience in reading my work even through the holidays, for his encouragement when the writing seemed so endless, and for believing in me through all my personal challenges. My greatest respect and gratitude go to my committee members, Dr. April Flanagan and Dr. Deb Hutti, for sharing their valuable insights and expertise, for providing their unwavering dedication and inspiration, and for directing the course of this study. My special thanks go to Dr. Ruby Rouse for her guidance with the statistical analysis.
I want to thank the staff of College A for providing unconditional assistance and support. Special thanks go to Gerry Mock, Nilcia Garcia, Yvette Murray, and Danny Hoey. Thank you very much to my great friends, Dr. Annie Fuller and Dr. Monique Moleon-Matthews and my supportive classmates, Angela Jeter, John Doranski, and Chiqui Makalintal-Torio. Without all of you, this dissertation would not have been possible.
I am grateful to God for blessing me with a loving spouse, supportive family, and great friends, who made love visible through this study.