The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences
Pamela Phillips, Margaret Blanchard, NCSU, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Nationally, at risk students make up to 30% of U.S. students in public schools. The mixed methods study investigated 32 at risk students who were enrolled in an e-education science education course during a summer session in a rural US county. Research questions included identifying the students; and their belief system regarding online education. Artino’s (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework. Data included pre and post tests, final exams, SMTSL survey data, active and idle time, field notes, and interviews. Students reported an increase in science self-efficacy, satisfaction with their achievement, autonomy, and positive emotions toward e-education. Students who failed the pre-test benefited the most from the e-education program; those who passed students received no academic benefit, other than mitigating negative school perceptions. All students earned graduation credit. Implications for policy are discussed.
Phillips, P. & Blanchard, M. (2016). The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2645-2654). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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