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Differences in students' satisfaction of the economics and personal finance virtual high school course between students attending economically disadvantaged and non-economically disadvantaged schools in Virginia.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Differences in students' satisfaction of the economics and personal finance virtual high school course between students attending economically disadvantaged and non-economically disadvantaged schools in Virginia./
Author:	Smith, Lhe Shannon.
Description:	1 online resource (110 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369442120

Differences in students' satisfaction of the economics and personal finance virtual high school course between students attending economically disadvantaged and non-economically disadvantaged schools in Virginia.
Smith, Lhe Shannon.

Differences in students' satisfaction of the economics and personal finance virtual high school course between students attending economically disadvantaged and non-economically disadvantaged schools in Virginia. - 1 online resource (110 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2016.

Includes bibliographical references

Virtual learning is a mandated high school graduation requirement for students entering high school during the 2013 school year in the state of Virginia. The purpose of this quantitative, causal-comparative study was to analyze the differences of perceived overall satisfaction of high school students enrolled in a virtual course in different socioeconomic status schools, as measured by the e-Learning Student Satisfaction (ELS) instrument. The study participants were high school students enrolled in an Economics and Personal Finance virtual/online high school course in Virginia, n = 249. The study utilized a one-way multivariate analysis of variance (MANOVA) to determine if there will be a statistically significant difference in means between the dependent variables, (perceived overall satisfaction, content, learner interface, personalization, and learning community). The independent variable is school's socioeconomic status (SES) defined as economically disadvantaged or non-economically disadvantaged, which is determined by the published Virginia Department of Education (VDOE) enrollment and demographic report. The researcher did not find a statistically significant difference in perceived overall satisfaction, content, personalization, and learning community. However, the researcher did find a significant difference regarding learner interface.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369442120Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Differences in students' satisfaction of the economics and personal finance virtual high school course between students attending economically disadvantaged and non-economically disadvantaged schools in Virginia.
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Joanne Gilbreath.
502 $a Thesis (Ed.D.)--Liberty University, 2016.
504 $a Includes bibliographical references
520 $a Virtual learning is a mandated high school graduation requirement for students entering high school during the 2013 school year in the state of Virginia. The purpose of this quantitative, causal-comparative study was to analyze the differences of perceived overall satisfaction of high school students enrolled in a virtual course in different socioeconomic status schools, as measured by the e-Learning Student Satisfaction (ELS) instrument. The study participants were high school students enrolled in an Economics and Personal Finance virtual/online high school course in Virginia, n = 249. The study utilized a one-way multivariate analysis of variance (MANOVA) to determine if there will be a statistically significant difference in means between the dependent variables, (perceived overall satisfaction, content, learner interface, personalization, and learning community). The independent variable is school's socioeconomic status (SES) defined as economically disadvantaged or non-economically disadvantaged, which is determined by the published Virginia Department of Education (VDOE) enrollment and demographic report. The researcher did not find a statistically significant difference in perceived overall satisfaction, content, personalization, and learning community. However, the researcher did find a significant difference regarding learner interface.
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