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Strategies for Improving Student Performance in an Online Introductory Computer Course Sharon C Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 Strategies for Improving Student Performance in an Online Introductory Computer Course Sharon C. Little Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Sharon Little has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Robert Hogan, Committee Chairperson, Education Faculty Dr. Jennifer McLean, Committee Member, Education Faculty Dr. Kelly Hall, University Reviewer, Education Faculty The Office of the Provost Walden University 2019 Abstract Strategies for Improving Student Performance in an Online Introductory Computer Course by Sharon Little MA, Nova University, 1990 BS, North Carolina Agricultural and Technical University, 1981 Doctoral Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2019 Abstract The failure rate for students enrolled in the online sections of a gateway course, Introduction to Computers , was 15% higher than for students enrolled in the face-to-face sections at a rural community college in the southeastern United States. The computer course is required by all of the college’s programs of study to obtain an associate degree. Failure to complete the gateway course increases attrition, time to graduate, and educational expenses. Guided by Bruner’s constructivist theory, which maintains that students are active learners who construct their knowledge, the purpose of this qualitative study was to examine the perceptions of students and teachers that might explain the gap in performance in the online sections, and to use the results of this study to identify strategies to improve online student performance. This qualitative study incorporated semistructured interviews with a randomly selected sample of 8 online students who completed the course and with the 2 online instructors. Perceptions of the students and instructors were coded to identify and analyze emerging themes. The findings revealed that online students procrastinated and had difficulty completing assignments. Suggested strategies to meet challenges were better preparation for online learning and study skills including time management. This study included developing a 3-day professional development project to enhance online instructional techniques and learning strategies to promote student time management skills, grades, and course completion. This study and project promote positive social change by providing a deeper understanding of strategies that could improve student performance. The study findings will be beneficial to teachers, students, and course administrators. Strategies for Improving Final Grades in an Online Introduction to Computers Course by Sharon Little MA, Nova University, 1990 BS, North Carolina Agricultural and Technical University 1981 Doctoral Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2019 Dedication This study is dedicated first and foremost to my Heavenly Father, His Son Jesus Christ, and the Holy Spirit, who made this possible. Special appreciation goes to my husband Lee, and daughters Denisha and Malia for their support. I further would like to extend my appreciation to my family, Terry and Lisa Little for prayers and in memorial to my mother, Mrs. Bettie Colson, who taught me that education was the key to helping others. “For I know the thoughts that I think toward you, saith the LORD , thoughts of peace, and not of evil, to give you an expected end” (Jeremiah 29:11). Acknowledgments I would like to thank and acknowledge my project committee members: Dr. Robert Hogan, Dr. Kelly Hall, and Dr. Jennifer McLean, who assisted me in many ways during my doctoral journey. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 The Local Problem .........................................................................................................2 Rationale ........................................................................................................................3 Evidence of the Problem at the Local Level ........................................................... 3 Evidence of the Problem from the Professional Literature ..................................... 6 Definitions......................................................................................................................7 Significance....................................................................................................................7 Research Questions ........................................................................................................9 Review of the Literature ................................................................................................9 Conceptual Framework ......................................................................................... 11 Review of the Broader Problem ............................................................................ 12 Implications..................................................................................................................22 Summary ......................................................................................................................23 Section 2: The Methodology ..............................................................................................24 Introduction ..................................................................................................................24 Qualitative Research Design and Approach ................................................................24 Research Design.................................................................................................... 24 Selection of Qualitative Research Design............................................................. 26 i Pilot Study ....................................................................................................................28 Participants ...................................................................................................................29 Criteria for Selecting Participants ......................................................................... 29 Justification for the Number of Participants ......................................................... 31 Gaining Access to Participants ............................................................................. 32 Establishing Researcher-Participant Relationship ................................................ 33 Data Collection ............................................................................................................34 Student Interviews ................................................................................................ 34 Faculty Interviews ................................................................................................. 35 Access to Participants ........................................................................................... 36 Role of the Researcher .......................................................................................... 36 Data Analysis ...............................................................................................................36 Qualitative Data Analysis Software ...................................................................... 37 Transcription ......................................................................................................... 38 Data Coding .......................................................................................................... 38 Thematic Development ......................................................................................... 39 Evidence of Quality and Procedures ............................................................................39 Member Checking ................................................................................................. 39 Triangulation ......................................................................................................... 41 Transferability ....................................................................................................... 41 Peer Debriefer ....................................................................................................... 42 Reflective Note Taking ........................................................................................
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