{"id":{"repo_id":"uno","oai_identifier":"oai:scholarworks.uno.edu:td-1900"},"canonical_url":"https://search.dev.ndltd.org/etd/uno/oai:scholarworks.uno.edu:td-1900","repository":{"repo_id":"uno","name":"University of New Orleans","base_url":"https://scholarworks.uno.edu/do/oai/"},"display":{"title":"The Influence of Individual Factors on Web-based Developmental Education Course Success in a Two-year Technical College","abstract":"This study was designed to identify and examine certain individual factors that contribute to Louisiana Technical College (LTC) student success in Web-based developmental education (DE) courses among the academically underprepared students. The independent variables (IV) selected for this study included students' prior academic preparation (PAP), comfort with technology (CWT), interaction with faculty (IWF), and motivation (MOT). The dependent variable (DV) was students’ course success measured by their mid-term scores (MTSCORE). Research methodologies included correlational statistics using multiple and logistic regression, and t-test for group comparisons. Data were gathered through an online survey using SurveyMonkey.com from the DE students at LTC that use PLATO Web Learning Network using a survey instrument (WBLSS) designed by the researcher for this study. The study found two predictor variables, IWF and PAP, to be statistically significant and two variables, MOT and CWT, statistically not significant. Based on the IVs' combined identified relationship with the DV, the researcher designed a predictive model of LTC students' course success in Web-based DE courses. The model employed in this study explained 17% of the variance in the MTSCORE. For many academically underprepared students at LTC, college and career success first depend on their success in the DE courses. Therefore, identifying individual characteristics related to course success is the key to building academic success models for underprepared students at two-year colleges like the LTC.","abstract_html":"This study was designed to identify and examine certain individual factors that contribute to Louisiana Technical College (LTC) student success in Web-based developmental education (DE) courses among the academically underprepared students. The independent variables (IV) selected for this study included students' prior academic preparation (PAP), comfort with technology (CWT), interaction with faculty (IWF), and motivation (MOT). The dependent variable (DV) was students’ course success measured by their mid-term scores (MTSCORE). Research methodologies included correlational statistics using multiple and logistic regression, and t-test for group comparisons. Data were gathered through an online survey using SurveyMonkey.com from the DE students at LTC that use PLATO Web Learning Network using a survey instrument (WBLSS) designed by the researcher for this study. The study found two predictor variables, IWF and PAP, to be statistically significant and two variables, MOT and CWT, statistically not significant. Based on the IVs' combined identified relationship with the DV, the researcher designed a predictive model of LTC students' course success in Web-based DE courses. The model employed in this study explained 17% of the variance in the MTSCORE. For many academically underprepared students at LTC, college and career success first depend on their success in the DE courses. Therefore, identifying individual characteristics related to course success is the key to building academic success models for underprepared students at two-year colleges like the LTC.","abstract_has_math":false,"creators":["Das, Nabakrishna"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Leadership, Counseling, and Foundations","degree_department":null,"school":null,"contributors":["Del Favero, Marietta","Thoreson,Claire A.","Williams, Leonard Anthony"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-15T07:00:00Z","date_published":"2009-05-15T07:00:00Z","updated_at":"2026-07-24T05:28:56Z","subjects":["Student Success","Developmental Education","Web-based Learning","PLATO","Underprepared Students","Workforce Development","LTC","WBLSS"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uno.edu/td/919","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Del Favero, Marietta","Thoreson,Claire A.","Williams, Leonard Anthony"]},{"key":"dc:creator","label":"Author","values":["Das, Nabakrishna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership, Counseling, and Foundations"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Success","Developmental Education","Web-based Learning","PLATO","Underprepared Students","Workforce Development","LTC","WBLSS"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uno.edu/td/919"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to identify and examine certain individual factors that contribute to Louisiana Technical College (LTC) student success in Web-based developmental education (DE) courses among the academically underprepared students. The independent variables (IV) selected for this study included students' prior academic preparation (PAP), comfort with technology (CWT), interaction with faculty (IWF), and motivation (MOT). The dependent variable (DV) was students’ course success measured by their mid-term scores (MTSCORE). Research methodologies included correlational statistics using multiple and logistic regression, and t-test for group comparisons. Data were gathered through an online survey using SurveyMonkey.com from the DE students at LTC that use PLATO Web Learning Network using a survey instrument (WBLSS) designed by the researcher for this study. The study found two predictor variables, IWF and PAP, to be statistically significant and two variables, MOT and CWT, statistically not significant. Based on the IVs' combined identified relationship with the DV, the researcher designed a predictive model of LTC students' course success in Web-based DE courses. The model employed in this study explained 17% of the variance in the MTSCORE. For many academically underprepared students at LTC, college and career success first depend on their success in the DE courses. Therefore, identifying individual characteristics related to course success is the key to building academic success models for underprepared students at two-year colleges like the LTC."]},{"key":"dc:title","label":"Title","values":["The Influence of Individual Factors on Web-based Developmental Education Course Success in a Two-year Technical College"]}]}],"canonical_facts":{"dc:contributor":["Del Favero, Marietta","Thoreson,Claire A.","Williams, Leonard Anthony"],"dc:creator":["Das, Nabakrishna"],"dc:description.abstract":["This study was designed to identify and examine certain individual factors that contribute to Louisiana Technical College (LTC) student success in Web-based developmental education (DE) courses among the academically underprepared students. The independent variables (IV) selected for this study included students' prior academic preparation (PAP), comfort with technology (CWT), interaction with faculty (IWF), and motivation (MOT). The dependent variable (DV) was students’ course success measured by their mid-term scores (MTSCORE). Research methodologies included correlational statistics using multiple and logistic regression, and t-test for group comparisons. Data were gathered through an online survey using SurveyMonkey.com from the DE students at LTC that use PLATO Web Learning Network using a survey instrument (WBLSS) designed by the researcher for this study. The study found two predictor variables, IWF and PAP, to be statistically significant and two variables, MOT and CWT, statistically not significant. Based on the IVs' combined identified relationship with the DV, the researcher designed a predictive model of LTC students' course success in Web-based DE courses. The model employed in this study explained 17% of the variance in the MTSCORE. For many academically underprepared students at LTC, college and career success first depend on their success in the DE courses. Therefore, identifying individual characteristics related to course success is the key to building academic success models for underprepared students at two-year colleges like the LTC."],"dc:identifier":["https://scholarworks.uno.edu/td/919"],"dc:subject":["Student Success","Developmental Education","Web-based Learning","PLATO","Underprepared Students","Workforce Development","LTC","WBLSS"],"dc:title":["The Influence of Individual Factors on Web-based Developmental Education Course Success in a Two-year Technical College"],"thesis:degree_discipline":["Educational Leadership, Counseling, and Foundations"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:28:56Z"}