Beschreibung
This qualitative case study determined the effect, if any, of online tutorials on the academic interests of two students identified as habitually absent with socioeconomic or familial circumstances that may have contributed to the reason for their habitual absence, and who may not have willingly chosen to miss school. Researched literature confirmed a link between absenteeism, and academic achievement. Research Questions were designed to determine (a) student perception of online tutorials, and (b) motivation to achieve academically in class upon return from an absence. The two participants were given access to the MOODLE content management system for a 45 day period. Open ended interviews with the students, parents, and teachers, before and after the study, were inconclusive as only one participant was successful. Implications for future research based on the study suggest a broader spectrum of participants to reduce the number of limiting factors that affected the study. Recommendations were for school districts to target these students with an opportunity to access online tutorials, and for states to locate additional funding for those districts developing these programs.
Autorenporträt
"Without respect in the classroom, there is no control. Without control, there is no teaching. Without teaching, there is no learning. Without learning, there is no power to make things better."Dr. Hudson has taught 23 years, and has a Doctor of Philosophy for Professional Studies in Education with Technology in Science from Capella University.
