Date of Award

5-2021

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Kathleen Weigel

Second Advisor

Kelly Burlison

Third Advisor

Jennifer Lesh

Abstract

Competency-based education allows students to advance based on their ability to become proficient within a topic at their own pace. Since students can work through various learning outcomes without time constraints, statistics show that competency-based education can provide students with higher results and a greater understanding of the subject matter without the additional stress of turning in assignments late or not understanding course materials in time to obtain a passing score on the assessment.

Higher educational institutions have been struggling with not only enrollment but also retention. Students opt for micro-learning opportunities and on-the-job training rather than obtaining credentials through higher educational institutions. This study aims to investigate the effects of CBE and the perceptions of higher education administrators, faculty, and students who have the lived experiences within an individualized holistic learning environment. The methodology included:

Surveys

1. student based surveys

  • Likert scale
  • open-ended questions

2. faculty-based surveys

  • Likert scale
  • open-ended questions

Primary data collection

  • Statistics based on overall student grades.

Focus groups

  • Students’ participants of the CBE program
  • Faculty participants of the CBE program
  • Administration of the Universities

Survey results conclude that both administrators and faculty members alike believe that CBE courses are an effective way to deliver content allowing students to progress at their own pace. Survey results also concluded that students believe that a CBE course helps their GPA. The focus groups revealed common themes, including students needed to be educated on the concept of CBE before enrolling in such a course. This will alleviate the student's misconception until the end of the class to submit all assignments rather than staying on time and task completing each competency level on appropriate faculty feedback. Both focus groups and surveys conclude that faculty members need proper training on creating and delivering competency-based solid education courses. These training sessions will ensure that faculty members are assessing students in the proper form. The statistical analysis of the research concluded that there is a statistically significant difference in the GPA of students enrolled in CBE courses to those enrolled in traditional classes.

Comments

To learn more about Competency-Based Education, visit my website www.SheDesignsEducation.com.

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