Final defense PhD powerpoint (Sample)

F I N A L D E F E N S E
BINDU RANAUT

TITLE
Delivery Formats, Course Persistence, and
Completion Rate: A Comparison of Online,
Face to Face (F2F), and Blended English,
Reading and Mathematics Developmental
Courses in a South Florida Community College
BINDU RANAUT

B A C K G R O U N D O F T H E
S T U D Y
CHAPTER 1
Not much research is available about
the efficacy of developmental courses in
online and blended modalities in
community colleges

S T A T E M E N
T O F T H E
P R O B L E M
N o n t r a d i t i o n a l
s t u d e n t s l a c k s k i l l s
M o s t s t u d e n t s a r e
a c a d e m i c a l l y
u n d e r p r e p a r e d
C o l l e g e s o f f e r o n l i n e
c o u r s e s t o e v e r y o n e

PURPOSE OF THE STUDY
• To Examine how delivery
format influences the
success rate In online,
blended and F2F courses

T H E O R E T I C A L
F R A M E W O R K

TINTO’S THEORY
Tinto’s Theory (1993) about student departure,
academic difficulties, the inability to resolve their
educational and occupational goals
Failure to become or remain incorporated
in the intellectual and social life of the
institution can be a problem for students

MOORE’S THEORY
Model of Transactional Distance Theory (TDT)
Distance and effective learning depend on how interactions are
carried out with the aid of interactions and technological
environments
Lack of teacher-learner and learner-learner interaction is
considered a problem

1.Research Question 1: Is there a significant
difference in academic performance between
online, blended, and F2F students enrolled in
English, Reading and Mathematics
developmental courses?
1.Research question 2: Is there a
significant difference “in academic
performance” between online, blended
and F2F related to course success where
C or higher means success?
R e s e a r c h
q u e s t i o n s

LIMITATIONS
It is individual student’s choice to
enroll in online courses
The target population is limited to
first-time, full-time, degree-seeking
or transferring community college
students

D E F I N I T I O N S O F
T E R M S

ACADEMIC
UNDERPREPARED/UNDER
PREPAREDNESS
A student who is typically considered
remedial in one or more of the basic
areas of reading, writing, and
mathematics by evidence of low
standardized test scores or low high
school GPAs (Stewart & Heaney, 2013)
D e f i n i t i o n s o f
t e r m s

COMPLETION RATE
REFERS TO A STUDENT WHO
COMPLETE A COURSE WITH A FINAL
GRADE OF A, B, OR C
(BROWARD.EDU, 2021)
D e f i n i t i o n s o f
t e r m s

DEVELOPMENTAL
EDUCATION
• A PROCESS OF DEVELOPING A STUDENT
ACADEMICALLY AND INTELLECTUALLY
(HAGEDORN & KUZNETSOVA, 2016)

NON-
TRADITIONA
L STUDENT
• Part-time students taking less than 12 credit
hours per term (AACC, 2016)
• Work full-time while enrolled, financially
independent, has dependents other than a
spouse, is a single parent, or does not have a
high school diploma (NCES, 2019)
D e f i n i t i o n s o f t e r m s

PERSISTENCE
D e f i n i t i o n s o f t e r m s
•A student’s ability to finish a single
course or program or to graduate
(NCIS , 2019)

S I G N I F I C A N C E O F T H E
S T U D Y

It will help describe the impact of different
course delivery formats on students'
persistence and success rates in required
developmental courses
S i g n i f i c a n c e o f t h e
S t u d y

L I T E R A T U
R E
R E V I E W
CHAPTER 2

LITERATURE REVIEW
• I located studies in order to couch my present research in the
existing literature on delivery formats and student success in
online, blended, and F2F developmental English, Reading and
Math courses at a community college. This research will
substantiate the problem as I see it. My theoretical framework
explained the relationship between these ideas. The literature
review is a rational for what I theorize. It ultimately
demonstrates how the present study fits into the scholarly
literature and makes a case for why it is necessary—namely that
it has not been done before exactly the way I conducted, and it
can add to the body of scholarly works that already exists
• I will be giving a narrative overview that summarizes the
studies in my review of the literature. I included samples of these
studies with each theme.

THEMES
FOR
CHAPTER 2
Community
Colleges and
Enrollment
Community
College Student
Population
Student
Demographics
Dropouts
Completion
Rate
Need for
Persistence
Community
Colleges and
Developmental
Education
Online Courses
and Delivery
Format
Online delivery
Format and
student
Persistence
Factors
influencing
Student
Persistence and
performance
Performance
Gaps Between
Online and F2F
Courses

COMMUNITY COLLEGES AND ENROLLMENT
L I T E R A T U R E
R E V I E W
Community colleges enroll students in different programs, they serve nearly half of
undergraduate in nation, and provide transfer opportunities to four- year universities (AACC,
2016)
Community colleges have expanded to online learning
The National Center for Education Statistics reports that two-thirds of community college
students were enrolled in online classes in fall 2017 (Mitchell & Kerr, 2019)

COMMUNITY COLLEGE
STUDENT POPULATION
Community colleges are affordable, has low
tuition, and has open enrollment policy
About 60% of community college
students attend part-time
Community college is a good option for non-
traditional students (Mitchel & Kerr, 2019)
L I T E R A T U R E
R E V I E W

STUDENT DEMOGRAPHICS
• In fall 2018, community colleges enrolled 41% of all undergraduates
nationally
• By race and ethnicity, 57% of Native Americans and 52% of Hispanic
students were enrolled in community colleges
• Many full-time students attending community colleges were also
employed (62%)
• Employment for part-time students was even more common at 72%
• Annual tuition and fees for the 2019-20 year were significantly
lower at community colleges is $3,730 than at four-year in-state
public colleges is $10,440 (American Association of Community
Colleges, 2020)
L I T E R A T U R E R E V I E W

STUDENT DEMOGRAPHICS
OTHER SIGNIFICANT DEMOGRAPHICS
• First generation to attend college 29%
• Single parents 15%
• Non-U.S. citizens 9%
• Veterans 5%
• Students with disabilities 20%
• Students with prior bachelor's degree 8% (AACC, 2020)

DROPOUTS
Wladis, Conway, and Hachey (2016) concluded students
who took online courses were likely to drop out of college,
as online course results had no immediate impact on
persistence
Students who took 40% of their courses online start to lose
the benefits of enhanced degree completion ( Shea &
Bidjerano, 2018)
L I T E R A T U R E
R E V I E W

COMPLETION RATES
The National Centre for Education Statistics reports
only 13% of community college students graduate in
two years. Within three years, approximately 22% , and
within four years, 28% (as cited in Chen, 2020)
The community colleges completion rates for first-
time, full-time students in Florida are approximately
59% (“Community College Completion Rates in
Florida”, 2021)
L I T E R A T U R E
R E V I E W

NEED FOR PERSISTENCE
Choy (2002) suggested that
the “community college is a
good testing ground for
students who are unsure
about their goals or
academic abilities”
Community colleges should
promote learning communities to
foster academic interactions and
supports for English Learner
persistence (Huerta, Garza, &
García 2019)

DEVELOPMENTAL EDUCATION AND
COMMUNITY COLLEGES
The most visible component of developmental
education is a sequence of courses in English,
Reading and Math designed to prepare students for
college-level work
Many high school students enter college without
the necessary reading, writing, and math skills and
therefore must enroll in developmental courses
(Barnett, 2018)

ONLINE COURSES
• Online education provides administrators and
educators an opportunity to reach more students and
open access to education for students who would not
have enrolled otherwise (Gargano & Throop, 2017)
• Online courses have low course completion rates,
which is a concern for faculty and administrators
(Murphy & Stewart, 2017

THE ONLINE COURSE DELIVERY FORMAT
•Annamalai (2018) found online interactions
between students which are not supervised by
the teacher are not significant and do not lead
to better learning outcomes
•Notvig, Petersen, and Balle (2018) on
comparing face-to-face courses to online
courses found more than the delivery system
educator presence; meaningful interaction
L I T E R A T U R E
R E V I E W

COURSE DELIVERY FORMAT AND
COURSE PERSISTENCE
Two areas of interest when considering the
efficacy of online courses are student
engagement and interaction (Lei et al.,
2018)
Teachers who effectively engage students
in class not only improve academic
achievement but also increase retention,
completion, and continued education
(Young et al., 2017)
L I T E R A T U R E
R E V I E W

FACTORS INFLUENCING STUDENT PERSISTENCE
AND PERFORMANCE
•Robichaud, (2016) posited the
problem of retention in online
courses, specifically community
college online courses, needs to be
given attention

PERFORMANCE GAPS BETWEEN ONLINE AND F2F
COURSES
• The increasing trends of online learning in
higher education has increased the need to
improve access to college courses among
traditional students (Di & Jaggars, 2014)
• Young et al. (2017) found student engagement
is correlated to student completion, and student
engagement is important regardless of the
delivery system
L I T E R A T U R E
R E V I E W

R E S E A R C H
M E T H O D O L O G Y / D E S I G N

NON-EXPERIMENTAL
CAUSAL-COMPARATIVE
DESIGN
THE STUDY UTILIZED A NON-EXPERIMENTAL CAUSAL-
COMPARATIVE DESIGN
R e s e a r c h M e t h o d o l o g y

Research Question 1: Is there a significant difference in academic
performance between online, blended, and F2F students enrolled
in English, Reading, and Mathematics developmental courses?
Research question 2: Is there a significant difference “in academic
performance” between online, blended and F2Frelated to course
success where C or higher means success?

POPULATION
• The population for this research is
first year college students who are
enrolled in at least one online,
blended or F2F English, math and
reading developmental courses from
FALL 2016 to FALL 2020, in all the
three campuses and five centers in
Fort Lauderdale, Florida
R e s e a r c h
M e t h o d o l o g y

ACCESSING THE DATA
• The study analyzed the archived data
from one of the South Florida’s
Community college which has three
big campuses and five different
centers and serves 44,119 students
(29% of students are full-time
(Community College Review, 2021)
R e s e a r c h

DATA ANALYSIS
PEARSON’S CHI SQUARE

The chi-square measure is a standard statistical test
that compares data with the observed data to get
results that match the hypothesis given
Pearson’s chi-square was employed to determine the
correlation between course delivery formats and
between participants' course persistence online, F2F
and blended courses
Statistical Package for Social
Sciences (SPSS) software was
used

SUMMARY
•Imperatively, the study
primarily aimed at
investigating if there is a
significant association
between the course delivery
modalities and course
persistence and success
R e s e a r c h

RESULTS
The archived data
from 2016 to 2020
was analyzed
It contained
949,295 records of
students enrolled
in college

DEVELOPMENTAL COURSES ACCOUNTED
FOR 43,080 STUDENT RECORDS
EAP (English for
Academic Purposes)
ENC (English) MAT (Math)
REA (Reading)
EAP courses were not
included as they
were offered only in
F2F modalities
RESULTS

After removing missing data
(e.g., withdrawal, audit, etc.)
The final sample was 16,181 cases
F2F
(n=12,247)
Blended
(n=2,153)
Online
(n=1,781)

Course Name F2F Blended Online Total
ENC 0015C Dev
Writing
1056 99 0 1155
ENC 0017C Acc Lit Re 1023 224 0 1247
ENC 0025C Dev
Writing
1818 108 0 1926
MAT 0028C Dev Math
I
6111 0 1219 7330
REA 0007C Col Prep R 949 312 0 1261
TABLE 1

STATISTICAL ANALYSIS
Research question # 1
Is there a significant difference in
academic performance between online,
blended, and F2F students enrolled in
English, Reading and Mathematics
developmental courses?

Pearson’s chi-square test is preferred as chi-
square is a
non-parametric test used to analyze group
differences when
the dependent variable is measured at a nominal
level (McHugh, 2013)
The chi-square measure is a standard statistical
test that compares data with the observed data to
get results that match the hypothesis given
PEARSON’S CHI SQUARE

The final analysis consisted of
several chi-square tests for each of
the six classes listed in Table1
Each research question’s outcome
measure (letter grade and pass/fail
where C or higher is passing)
There are a total of 12 chi-square
tests of independence for each
research question

Final Grade F
A B C D F
Delivery
Method
1 F2F Count 189 325 303 106 133
% Within 17.9% 30.8% 28.7% 10.0% 12.6%
Adjusted
Residual
-9.2 1.1 4.4 1.6 2.5
2Blended Count 57 25 8 5 4
% Within 57.6% 25.3% 8.1% 5.1% 4.0%
Adjusted
Residual
9.2 -1.1 -4.4 -1.6 -2.5
Total Count 246 350 311 111 137
% Within. 21.3% 30.3% 26.9% 9.6% 11.9%
Crosstabulation of Delivery Method vs. Final Grade in ENC 0015C Dev Writing

Value df
Asymptotic
Significance
(2-sided)
Pearson
Chi-Square
90.026a 4 0.000
a. 0 cells (.0%) have expected count less
than 5. The minimum expected count is
9.51.
Chi-Square Results

RESULTS
Course Delivery
Method
A B C D F Sig.
ENC 0015C Dev
Writing
F2F - + + 0.000
Blended + - -
ENC 0017C Acc Lit Re F2F + - 0.042
Blended - +
ENC 0025C Dev
Writing
F2F - + + 0.00
Blended + - -
MAT 0028C Dev Math
I
F2F + + + - 0.000
Online - - - +
REA 0007C Col Prep
R
F2F - 0.017
Blended +
REA 0017C Col Prep
Re
F2F + - 0.000
Blended + +
Online - -
Summary of significance

RESULTS
•The adjusted residuals
indicated no significant
differences in F2F, blended, or
online learning in terms of A’s
(+/-0.2) and Bs (+/-0.9)
•There were significantly more
Cs in blended (2.0) than F2F

RESULTS
•There were significantly
more Ds in F2F (4.0) than
online (-3.8) and blended
(-1.5) learning
•There were significantly
more Fs in online learning
compared to blended and

RESULTS
•The results
suggest that there
is little difference
between online,
F2F, and blended
learning in terms of

Research question #2 Is there a significant difference
between online and F2F related to course success
where C or higher means success?
RESULT
S

Course Delivery
Method
Success
(Grades A, B,
and C) (Adj.
Residual)
Failure (Adj.
Residual)
Significance
(χ2)
ENC 0015C Dev
Writing
F2F - + 0.002
Blended + -
ENC 0017C Acc Lit Re F2F 0.546
Blended
ENC 0025C Dev
Writing
F2F - + 0.009
Blended + -
MAT 0028C Dev Math
I
F2F + - 0.000
Online - +
REA 0007C Col Prep R F2F + - 0.015
Blended - +
REA 0017C Col Prep
Re
F2F 0.061
Blended
Online
RESULTS
Summary of results

Course Delivery
Method
Success (Grades A, B,
and C) (Adj. Residual)
Failure (Adj.
Residual)
Significance (χ2)
ENC 0015C Dev Writing F2F 77.4% (-3.1) 29.9% (3.1) 0.002
Blended 90.9% (-3.1) 9.1% (3.1)
ENC 0017C Acc Lit Re F2F 77.3% (-0.6) 22.7% (0.6) 0.546
Blended 75.4% (0.6) 24.6% (-0.6)
ENC 0025C Dev Writing F2F 79.5% (-2.6) 20.5% (2.6) 0.009
Blended 89.8% (2.6) 10.2% (-2.6)
MAT 0028C Dev Math I F2F 69.4% (13.4) 30.6% (-13.4) 0.000
Online 49.5% (-13.4) 50.5% (13.4)
REA 0007C Col Prep R F2F 85.9% (2.4) 14.1% (-2.4) 0.015
Blended 80.1% (-2.4) 19.9% (2.4)
REA 0017C Col Prep Re F2F 90.4% (1.9) 9.6% (-1.9) 0.061
Blended 89.2% (0.5) 10.8% (-0.5)
Online 87% (-2.1) 13% (2.1)
RESULTS

RESULTS
Students in blended classrooms were
more likely to score grades A, B, and C
in most courses than those enrolled in
F2F and online classes

RESULTS
Students in blended classrooms were
significantly more likely to succeed
than their counterparts in
Developmental Writing I,
Developmental Writing II, and
Developmental Reading and Writing I

RESULTS
On the other hand, F2F students were
more likely to succeed than those in
blended and online classes in
Developmental Mathematics I, Reading
I

DISCUSSION IMPLICATIONS RECOMMENDATIONS
CHAPTER 5

Study focused on understanding the
difference in performance among students
enrolled in online, blended and F2F
developmental courses
Discussion

Discussion
A specific delivery method
may be advantageous for
students taking a particular
course.
Results suggest that blended
learning is more advantageous
than F2F for developmental

F2F learning was more advantageous
than blended learning for students taking
developmental mathematics
Discussio
n

There was little difference in students'
performance in online, blended, and F2F
learning in other courses such as Reading II
There was also little difference between F2F
and blended learning in the developmental
Reading and Writing I course
Discussio
n

Regarding the
most appropriate
delivery method
for each course
and Teachers
Administrators
Students
The mixed
results from this
study highlight
the importance
of consulting
Implicatio
ns

Choosing
appropriate
delivery methods
increase
students’
Likelihood of
achieving their
educational
outcomes
Implications

The study indicated :Bended, F2F and online
learning is essential as it offer students
different advantages depending on the course.
Recommendation
s

It is important to ensure that courses in
community colleges are delivered using the
most appropriate strategy to improve students'
educational outcomes
Recommendations

RECOMMENDATIONS FOR FUTURE RESEARCH
:
It is essential to replicate the
study using
A qualitative or quantitative
method to effectively explore
students' and teachers'
Perceptions
Attitudes Opinions
About the impact of blended
online, and F2F learning
models on educational
achievement among students
in different courses.

FUTURE
RESEARCH
SHOULD
ADDRESS:
How students respond to
online, F2F, and blended
learning methods,
regarding satisfaction and
preferences

Allen, I. E., & Seaman, J. (2016). Online report card—Tracking online education in the United.
States. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf.
Barnett, E. A. (2018). High school-to-college transition courses: A typology of design choices. New York, NY:
Columbia University, Teachers College, Community College
Research Center. Retrieved from: https:// ccrc.tc.columbia.edu/media/k2/attachments/highschool-colle
typology.pdf
Community college survey of student engagement, (2016). Retrieved from
http://ccsse.org/center/about_cccse/overview.cfm
Chen, G.(2020). The catch-22 of community college graduation rates. Retrieved from https://
www.communitycollegereview.com/blog/the-catch-22-of-community-college-graduation-rates
Community college completion rates in Florida, (2021). https://www.communitycollegereview.com/
completion-rates-stats/florida

Cohen, A. M., Brawer, F. B., & Kisker, C. B. (2014). The American community college. San Francisco,
CA: Jossey Bass.
Derby, D., & Smith, T. (2004). An orientation course and community college retention. Community
College Journal of Research & Practice, 28(9), 763 773.
Huerta M., Garza T., García H. A. (2019). Language minority students in community colleges:
An SEM model exploring socio-academic variables related to persistence pertaining to re-
enrollment.
Community College ournal of Research and Practice, 43(3), 173–185. https://doi-
org.devry.idm.oclc.org/10.1080/10668926.2018.14491
National Center for Education Statistics (2015). Digest of educational statistics. Washington, DC:
Department of Education).

Lundin, L. L. (2014). E-Learning. Salem Press Encyclopedia.
Mitchell, T. and Kerr,E.( 2019)10 Reasons to Attend a Community College. Retrieved from
https://
www.usnews.com/education/community-colleges/slideshows/
10-reasons-to-attend-a-community-college?slide=3
Stewart, S., Doo Hun, L., & JoHyun, K. (2015). Factors influencing college persistence for
first-time students. J ournal of Developmental Education, 38(3), 12-20. Retrieved from
https://www.jstor.org/stable/24614019
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student
attrition (2nd ed.). Chicago, IL: University of Chicago Press.

Final defense PhD powerpoint (Sample)

Recommended

Recommended

More Related Content

What's hot

What's hot (17)

Similar to Final defense PhD powerpoint (Sample)

Similar to Final defense PhD powerpoint (Sample) (20)

Recently uploaded

Recently uploaded (20)

Final defense PhD powerpoint (Sample)