Date of Award

Summer 7-29-2016

Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Darrell Groves

Third Advisor

Dr. Barbara Hill


This study examined the relationship between credit recovery outcomes and select causal factors. In this study, credit recovery was defined as the extent to which students successfully complete the following courses: coordinate algebra, biology, physical science, and analytic geometry. Independent variables explored in this research were student motivation, student engagement, self-regulation, blended learning models, and formative assessments.

A mixed method design was used to triangulate the quantitative data with the teachers’ perceptions data collected from the qualitative data. The qualitative data examined how teachers used formative assessments to improve student learning, the

perception of the effectiveness of the program, and how credit recovery helped students to graduate from high school. The quantitative data found that there was no significant relationship between the independent variables in the study and credit recovery outcomes.

Additionally, the data revealed that there was no significant relationship between teacher perceptions and credit recovery outcomes. Although there was no significant relationship between the dependent and independent variables in the study, the data did indicate there was a significant relationship between gender and credit recovery outcomes. The study found there was a highly significant relationship between formative assessments and student motivation, validating what research has already demonstrated about the effectiveness of formative assessments and its potential to engage and motivate students. The research also found that there was a highly significant relationship between blended learning and student motivation, suggesting implications for how blended learning can be used to engage and motivate students in credit recovery programs.