# Dual Credit Thesis

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Chapter Four

Results

Introduction

This chapter presents the statistical results of the correlational study of the relationship between students and college persistence who were enrolled from partnering high schools (Clay County, Corbin, McCreary County, North Laurel, South Laurel, and Whitley County) and the dual credit program. The study theorized that the provision of dual credit programs to participating high schools would affect the students’ choice to attend an institution of higher education or not based upon participation levels in dual credit classes. Furthermore, the study assumed that a relationship will exist in the grade point average earned and dual credit participation. The study was designed to test the assumptions …show more content…

Table 2 represents the results which portrays no difference in the groups, (F [1,154] = 136.6, p > .01) where the p value is 5.43. This means that the groups are not statistically different and there is no relationship between the number of dual credit hours earned and college persistence.

Table 2
Source of Variation SS df MS F P-value F crit
Between Groups 4268.308 1 4268.308 136.592 5.43E-23 3.902553
Within Groups 4812.282 154 31.24858 Total 9080.59 155

Research Question #2: “What relationship exists between the grade point average earned in dual credit courses and college persistence?” An Anova test was used to compare the GPA earned and college persistence. Table 3 represents the results which portrays no difference in the groups, (F [1,154] = 643.02, p > .01) where the p value is 7.57. This means that the groups are not statistically different and there is no relationship between the GPA earned and college persistence.
Table 3
Source of Variation SS df MS F P-value F crit
Between Groups 195.2387 1 195.2387 643.0247 7.57E-57 3.902553
Within Groups 46.75832 154 0.303625 Total 241.997 155

Research Question #3: “Does a relationship exist between dual credit enrollment and English courses?” An Anova test was used to compare the GPA earned and college persistence. Table 4 represents the results which portrays no difference in the groups, (F