Factors That Impact Student’s Success Rate in a Community College Online Child Development Class

Abstract

This study examined factors impacting the examination and course passing rates for students taking an online Child Development course (CDEC 2328) at a community college in Texas. Through a qualitative case study approach data was collected successively and analyzed using the NVivo 14 software before being merged into this study. A total of 12 students and 11 instructors participated in semi-structured interviews exploring their experiences. Additionally, observations were conducted on the 11 instructors for a certain amount of time. Results from the qualitative analysis of interviews found that a lack of timely feedback, unclear expectations, and infrequent instructor communication hindered student performance from the student's perspective. Instructors reported struggles with family and personal issues, lack of motivation, poor communication, and time management as barriers to students’ success in an online class. Based on these conclusions, recommendations were made for instructors to implement structured orientation modules and create a caring, student-centered online culture that prioritizes individualized feedback and flexible due dates. Additionally, colleges providing tutors or academic coaches in coordination with student services could strengthen online student success rates. This study offers valuable insights into variables affecting online student achievement in early childhood education at the community college level. While focused on a single course, identified challenges, and proposed solutions provide guidance for online instructors and administrators seeking to promote retention across disciplines through targeted interventions addressing time constraints, motivation, self-direction, and instructor presence commonly experienced in distance learning.