Abstract

This research involved a quantitative secondary analysis using the Integrated Postsecondary Education Data System (IPEDS) to investigate factors leading to disparities in academic success. Focusing on the role of course modality, the research aimed to address the need to enhance equity in academic achievement, considering age, gender, race, and socioeconomic status. Special attention was given to online and hybrid modalities from 2017 to 2021, encompassing both pre- and post-pandemic data to observe shifts in higher education to more online and hybrid practices. The research was rooted in Astin’s student involvement theory and Rawls’ theory of justice, and it sought to discover paths to educational equity. Multilevel secondary analyses revealed significant variations in academic success measures across different demographic groups over time, with some demographics showing moderate improvements. These findings indicated that although improvements have been realized among many groups, the magnitude and consistency of these changes vary considerably across different demographic groups. The analysis revealed statistically significant changes in the number of programs offered, both online/hybrid and face-to-face, and for specific degree programs across the years. The effect sizes for these changes ranged from small to moderate, indicating varying levels of impact over time. The conclusion is that although the adoption of online and hybrid instructional methods has yielded positive results in student engagement, satisfaction, and overall success, persistent racial and ethnic disparities remain. Online and hybrid formats have led to improvements in academic success across different gender categories, but gender disparities persist. Findings also demonstrate that both student demographics and instructional modalities play significant roles in shaping individuals' academic experiences, highlighting the complexity of factors influencing academic success. Recommendations for practice include improving online and hybrid education through interactive activities and diversifying instructional practices. There is a need to address race, ethnic, and gender disparities with culturally responsive teaching and tailored support to meet the diverse needs of this student population. Further research is needed to investigate the underlying factors contributing to race and ethnic-based disparities in online and hybrid learning environments, such as access to technology, cultural responsiveness, and systemic barriers.

Library of Congress Subject Headings

Academic achievement; Blended learning; Academic achievement--Web-based instruction; Equity—Education

Date of Award

2024

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Kay Davis

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