Student Perceptions of Dual Credit in Relation to College Preparedness and Success in First-year College Students

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Edu and Learning Technology

Date of Award

Fall 2025

Abstract

Dual credit is a program that allows high school students to earn high school and college credit simultaneously during their high school academic careers. Dual credit has grown exponentially across the country over the years. It allows students to progress to a college credential quicker and with less cost while also providing a transitional foundation to students. Previous research has addressed many components of dual credit, but what is lacking is a look at dual credit influence through the student lens. Based on student perception, the purpose of the following quantitative study will be to determine the relationship between dual credit participation and preparedness and success during the traditional first year of college. The study began with the collection of data. A survey will be disseminated to all first-year college students at a 2-year institution who previously enrolled in dual-credit coursework. For the study, a student qualified as a dual-credit student if they had accumulated any number of dual-credit hours while in high school. The study correlated data using a multivariate statistical analysis based on responses to a survey administered to first-year students at a large community college in Texas. The survey focused on student perceptions and preparedness regarding components of dual-credit courses related to available resources, self-efficacy, and college readiness. Quantitative data collection involved existing measurements such as age, gender, high school grade point average, type of high school attended, and students’ views on the influence of dual credit on their college preparedness and success. These covariates were essential to provide data regarding any pre-existing affects on student success, self-efficacy, and perceptions. The data collected also examined students’ perceptions of their writing, math, and reading pre- and post-college readiness skills. The data and subsequent analysis from this study have the potential to enhance the current dual-credit programs significantly. By identifying potential changes, we can further strengthen the already robust dual-credit offerings across the state, providing even more benefits to students.

Advisor

David Tan

Subject Categories

Education

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