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The Effects of Course Scheduling Options on Career Technical Education Courses in the South Texas Region.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Course Scheduling Options on Career Technical Education Courses in the South Texas Region./
Author:	Hernandez, Heriberto.
Description:	1 online resource (112 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381429367

The Effects of Course Scheduling Options on Career Technical Education Courses in the South Texas Region.
Hernandez, Heriberto.

The Effects of Course Scheduling Options on Career Technical Education Courses in the South Texas Region. - 1 online resource (112 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2023.

Includes bibliographical references

The efficacy of the CTE curriculum and program delivery can be affected by both internal and external factors. In an effort for community colleges to improve graduation and retention rates, institutions are developing enrollment and retention strategies that involve scheduling options. The purpose of this causal-comparative quantitative study was to investigate the effects of course scheduling on CTE programs in six South Texas community colleges during the 2020-2022 academic years. The effect of compressed scheduling options on student performance and course completion in CTE courses should be of particular interest to higher education leaders.This study utilized the Kruskal-Wallis test to analyze statistical significance between CTE course performance and CTE course scheduling options of 4-week, 8-week and 16-week. The specific course performance indicators tested were CTE course student performance (grades) and CTE course completion. The relationship between student performance (grades) and course scheduling options was significant, X2 (2, N = 420) = 17.908, p <.001. Similarly, the relationship between CTE course completion and course scheduling options was significant, X2 (2, N = 420) = 9.708, p = .008. A 4-week and 8-week scheduling option provided a higher percentage of A and B letter grades when compared to a 16-week scheduling option. In terms of CTE course completion rates, a 4-week scheduling option had a 97% completion rate compared to an 86% completion rate when implementing a 16-week scheduling option.The results of this quantitative study provide an understanding of the effects of scheduling options on CTE courses, specifically in South Texas community colleges. Furthermore, the results from this study will provide an insight into the efficacy of three different scheduling options. Findings from this study may be instrumental to institutional leaders as they contemplate incorporating a particular scheduling option that aligns with their strategy to increase the supply of a trained workforce.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381429367Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Career Technical EducationIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Course Scheduling Options on Career Technical Education Courses in the South Texas Region.
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504 $a Includes bibliographical references
520 $a The efficacy of the CTE curriculum and program delivery can be affected by both internal and external factors. In an effort for community colleges to improve graduation and retention rates, institutions are developing enrollment and retention strategies that involve scheduling options. The purpose of this causal-comparative quantitative study was to investigate the effects of course scheduling on CTE programs in six South Texas community colleges during the 2020-2022 academic years. The effect of compressed scheduling options on student performance and course completion in CTE courses should be of particular interest to higher education leaders.This study utilized the Kruskal-Wallis test to analyze statistical significance between CTE course performance and CTE course scheduling options of 4-week, 8-week and 16-week. The specific course performance indicators tested were CTE course student performance (grades) and CTE course completion. The relationship between student performance (grades) and course scheduling options was significant, X2 (2, N = 420) = 17.908, p <.001. Similarly, the relationship between CTE course completion and course scheduling options was significant, X2 (2, N = 420) = 9.708, p = .008. A 4-week and 8-week scheduling option provided a higher percentage of A and B letter grades when compared to a 16-week scheduling option. In terms of CTE course completion rates, a 4-week scheduling option had a 97% completion rate compared to an 86% completion rate when implementing a 16-week scheduling option.The results of this quantitative study provide an understanding of the effects of scheduling options on CTE courses, specifically in South Texas community colleges. Furthermore, the results from this study will provide an insight into the efficacy of three different scheduling options. Findings from this study may be instrumental to institutional leaders as they contemplate incorporating a particular scheduling option that aligns with their strategy to increase the supply of a trained workforce.
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650 4 $a Vocational education. $3 661062
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653 $a Persistence
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653 $a Program delivery
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