Date of Award

2023

Degree Name

Leadership Studies

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Bobbi Nicholson, Committee Chairperson

Second Advisor

Dr. Ronald Childress

Third Advisor

Dr. Michael Shenkle

Abstract

This study investigated whether instructional modality in an undergraduate degree program, either traditional on-campus or asynchronous online, and racial/ethnic group could predict students’ reports of satisfaction with the institution, retention year-over-year, and graduation within an eight-year award rate. Data from surveys and enrollment status were collected on undergraduate students enrolled in a bachelor’s degree program by instructional modality over a timespan of eight academic years at a single institution. The researcher analyzed categorical predictor variables of instructional modality and racial/ethnic groups with the dichotomous outcome variables of low or high satisfaction, did not or did retain, and did not or did graduate through six research questions and multiple binomial logistic regression tests. This study identified statistically significant results by instructional modality for students’ reports of satisfaction with the institution (i.e., online students were more likely to report high satisfaction), retention year-over-year (i.e., on-campus students were more likely to retain), and graduation rate (on-campus students were more likely to graduate). It further identified statistically significant results by instructional modality and racial/ethnic groups for students’ reports of satisfaction with the institution (i.e., on-campus White students were more likely to report high satisfaction than other on-campus racial/ethnic groups and online Black or African American students were more likely to report high satisfaction than other online racial/ethnic groups), retention year-over-year (i.e., on-campus White students were more likely to retain than other on-campus racial/ethnic groups and online White students were more likely to retain than other online racial/ethnic groups), and graduation rate (i.e., on-campus White students were more likely to graduate than other on-campus racial/ethnic groups and online White students were more likely to graduate than other online racial/ethnic groups).

Subject(s)

Satisfaction – Students – Education (Higher) – Race identity.

Satisfaction – Students – Education (Higher) – Web-based instruction.

College dropouts – Prevention – Race identity.

College dropouts – Prevention – Web-based instruction.

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