An Exploration of the Effect of Instructor Type and Location on Dual Enrollment Course Outcomes
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Authors
Caserto, Terina
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
Academic Achievement , Course Location , Dual Credit , Dual Enrollment , Higher Education , Instructor Type
Alternative Title
Abstract
An exploratory, quantitative methodology was used to investigate the effects of instructor type and course location on the academic achievement of dual enrolled high school students. The purpose of this study was to explore high school students’ academic achievement in dual enrollment courses through a community college program. This study was guided by one key research question: Do statistically significant differences in dual enrollment academic achievement exist when groups are established by demographic variable (i.e., course location, instructor type, gender, race ethnicity) based on course grades? An existing deidentified data set from one community college served as the data source. The samples derived from a dataset of 2,735 records of dual enrollment courses belonging to a total of 1,598 students. The dependent variables were the final course grades associated with the dual enrollment course. The independent variables were instructor type, course location, gender, and race/ethnicity. Exploratory analysis utilized descriptive statistics, chi-square, and binomial logistic regression. Results revealed that the grade distribution for the dual enrollment courses was not normal, in fact distribution was negatively skewed. Through a binomial logistic regression analysis, results indicated there were fewer odds that a student would fall into a high achievement category when taking a dual enrollment course from a college instructor. Lastly, chi-square analysis demonstrated an association between college instructors and academic achievement and gender. The results are discussed in terms of implications for practice and further research.