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|a LC11.A66 2010_AppleNeoka |2 BU-Local |
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|a A comparison between two categories of dual-enrolled students on self-efficacy and leadership practices |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2010. |
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|a xi, 122 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2010. |
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|a Includes bibliographical references (leaves 85-110). |
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|a Copyright Neoka Marple Apple. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this causal-comparative study was to determine if the category mode, home-school or public school, made a difference in self-efficacy and leadership practices on dual-enrolled students in the southeastern part of the United States where academic learning is offered both in traditional and non-traditional formats. This study consisted of a non-random sample selection of the first 30 volunteer respondents selected for each of the two categories of dual-enrolled students from a population of approximately 225 dual-enrolled 11th and 12th grades high school students. Thus, the total non-random sample size was 60 participants. The independent variable, category of dual-enrolled students, had two levels: home-school or public school. The dependent variables, self-efficacy and leadership practices, were measured on the General Self-Efficacy Scale and on the Student Leadership Practices Inventory-Self, respectively. There were two null hypotheses. Ho1: There is no difference in self-efficacy as measured by the General Self Efficacy Inventory of dual-enrolled students between those who are home-schooled and those who are public school students in collegiate high school. Ho2: There is no difference in leadership practices as measured by the Student Leadership Practices Inventory-Self of dual-enrolled students between those who are home-schooled and those who are public school students in collegiate high school. Third-party volunteers obtained signed parental permission forms which were housed on SurveyMonkey™ for students so they could participate in the study, thus providing confidentiality and anonymity for participating students. Data analysis using the t-test at the alpha level of .05 was conducted utilizing the statistical data analysis capabilities of Microsoft Excel. Based on these analyses, no significant difference was determined. Therefore, the researcher failed to reject the first null hypothesis. The obtained t-value was -0.76, and the critical value for α=.05 with 58 df was 2.0017. In addition, the researcher failed to reject the second null hypothesis. The obtained t-value was 1.31, and the critical value for α=.05 with 58 df was 2.0017. Implications focused on the need to further study this population of students, dual enrolled home-schooled and public-school students in collegiate high school. Recommendations and limitations were addressed. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Dual enrollment |x United States. |
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|a High school students |x United States. |
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|a Public schools |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001379/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/79/00001/LC11_A66 2010_AppleNeokathm.jpg |
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|a Theses and Dissertations |
