An analysis of dual enrollment as an acceleration option for high school students

Wendell R McConnaha, Purdue University

Abstract

The purpose of this study was to provide a psychoeducational portrayal of students who selected dual enrollment as an educational option. This research was conducted to compare the relationship between the program components of background and characteristics, academic and logistical decisions, social and behavioral impact, and attitude and self concept of dual enrollment students. The study also assessed if these students were being accelerated at a pace and level which they viewed as contributing to their academic and social success. The primary data collection activities involved semi-structured interviews of twenty high school students involved in dual enrollment. All questions were designed to be open-ended and to stimulate further activity or thought. All interviews were based on a semi-structured protocol. This loosely crafted instrument was designed to accommodate a funneling technique. These data, along with secondary sources of information including informal interviews with the students' high school and university instructors, counselors and parents were also analyzed. A combination of procedures was used in the analysis of data gathered during this study. Included were analytical procedures associated with pattern coding and memoing. These procedures were utilized during the data gathering phase. Following the collection of data, but before an attempt was made to display the conclusions, triangulation was used to assess data trustworthiness. Finally, the data was displayed using an informant-by-variable matrix. An examination of the results of this analysis led to the conclusions that students participating in dual enrollment as a form of acceleration were highly motivated. These students also possessed positive attitudes and self concepts. However, participation in dual enrollment had a negative social and behavioral impact on most of the students' lives. Furthermore, there was a strong correlation between the decision to participate in dual enrollment and the students' perceptions of social impact. That is, those students who entered the dual enrollment program because of the influence of others viewed the social impact on their lives as negative. Those students who entered the dual enrollment program because of a self-influenced decision viewed the social impact on their lives as positive.

Degree

Ph.D.

Advisors

McInerney, Purdue University.

Subject Area

Secondary education|Curricula|Teaching|Educational psychology

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