The Relationships between Online Adult Student CLEP Transfer Credit Subject Types and Six-Year Graduation
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| Title: | The Relationships between Online Adult Student CLEP Transfer Credit Subject Types and Six-Year Graduation |
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| Authors: | Stumme, Clifford James |
| Committee Members: | Kurt Michael |
| Summary: | College Level Examination Program exams are accepted at thousands of schools, but the question remains as to whether College Level Examination Program students are prepared to graduate and whether accepting College Level Examination Program students benefits higher education institutions. While research has been done on College Level Examination Program student success, further research is needed to know whether increased College Level Examination Program exams and College Level Examination Program credits in specific disciplines correlate to an increased likelihood in online adult student graduation. College Level Examination Program exams’ relation to graduation and online adult learners’ use of College Level Examination Program exams are both understudied in the research. To this purpose, in a quantitative study, a sample of 34,927 online adult learners (25 or older) who applied College Level Examination Program exams in four disciplines (English, math, history, and science) to a four-year, private university have been studied using a logistic regression analysis, and there was at least a small effect size but significant correlation between each College Level Examination Program discipline and six-year graduation. Of the four disciplines, English was the strongest predictor, history and math were moderately strong, and science was not significantly predictive. Recommendations for further research concern the skills necessary for graduation and the roles that the College Level Examination Program has in preparing students. |
| URL: | https://digitalcommons.liberty.edu/doctoral/2410 |
| Database: | OpenDissertations |
| Abstract: | College Level Examination Program exams are accepted at thousands of schools, but the question remains as to whether College Level Examination Program students are prepared to graduate and whether accepting College Level Examination Program students benefits higher education institutions. While research has been done on College Level Examination Program student success, further research is needed to know whether increased College Level Examination Program exams and College Level Examination Program credits in specific disciplines correlate to an increased likelihood in online adult student graduation. College Level Examination Program exams’ relation to graduation and online adult learners’ use of College Level Examination Program exams are both understudied in the research. To this purpose, in a quantitative study, a sample of 34,927 online adult learners (25 or older) who applied College Level Examination Program exams in four disciplines (English, math, history, and science) to a four-year, private university have been studied using a logistic regression analysis, and there was at least a small effect size but significant correlation between each College Level Examination Program discipline and six-year graduation. Of the four disciplines, English was the strongest predictor, history and math were moderately strong, and science was not significantly predictive. Recommendations for further research concern the skills necessary for graduation and the roles that the College Level Examination Program has in preparing students. |
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