High school students.

This research study employed both quantitative and qualitative
methodology to explore high school students’ perceptions about online math
homework and paper math homework. The purpose of this study was threefold:
to understand how high school students perceive online math homework, to
determine what aspects of online math homework aid and/or hinder student
learning, and to improve the student learning experience with online math
homework. Through quantitative analysis, the researcher noted that although not
all students learned best with online math homework, nearly every student used
the online tools provided when assigned online math homework. Through
qualitative analysis, the researcher noted that the most commonly mentioned aid
for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing
or cheating with online math homework and losing your homework with paper
math homework. Participants stated that they actually have more opportunities to
cheat with online math homework than with paper math homework; these results
diverge from the literature, which states that online math homework helps to
eliminate cheating. The data suggests that while online resources, such as
examples, were a commonly mentioned aid to online math homework, many
students indicated that the online resources also prevented them from truly
having to think, as they could just follow the online examples step by step.
This research study determined that the majority of students did not have
a strong inherent like or dislike toward either online or paper math homework.
Instead, students often stated that they preferred whichever medium allowed
them to earn higher grades or receive more support. Therefore, if students
continue to receive the necessary support, they can continue to learn
mathematical concepts through the use of both online and paper math
homework.

This case study examined and described how under-served high school students
enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA]
and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive
that their career and technical education experience prepared them with the academic and
technical skills and knowledge to pursue postsecondary training or higher education; be
better prepared to transition into an ever-more complicated economic workplace; and
become qualified and competent members of the workforce. The study participants were
53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE
instructors (two CNA and two EKG instructors from both school sites), and three CTE
administrators (one assistant principal from both school sites and one district Medical
Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding
is that CTE programs at these schools provide career exploration and planning
opportunities and includes four sub-themes; school-based learning, work-based learning,
connecting activities, and need for improvement of CTE programs. The second finding is
that CTE programs at these schools offer career relevant curricula and includes three subthemes;
school-based learning, work-based learning, and connecting activities. The third
finding is that students enrolled in CTE programs at these schools are offered consistent
support and guidance, and includes three sub-themes: instructor support, guidance
counselor support, and administrator support. The fourth finding is that the district plays
a key role in the strategic planning and management of CTE programs at these schools.
The fifth finding is that procedures are in place that make allowances for accountability
and assessment of CTE programs at these schools. The sixth finding is the assessment of
students’ career decision-making self-efficacy enrolled in CTE programs at these schools.
Results indicated that students enrolled in CTE medical sciences academy
programs (CNA and EKG) at these schools reported a high degree of career decisionmaking
self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions
of students’ CTE experiences and engagement in career exploration learnings supported
their career growth and development.

This mixed-method study surveyed first year high-performing science students
who participated in high-level courses such as International Baccalaureate (IB),
Advanced Placement (AP), and honors science courses in high school to determine their
perception of preparation for academic success at the collegiate level. The study used 52
students from an honors college campus and surveyed the students and their professors.
The students reported that they felt better prepared for academic success at the collegiate
level by taking these courses in high school (p<.001). There was a significant negative
correlation between perception of preparation and student GPA with honors science
courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s
r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation
between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of
academic success once at the collegiate level. Those themes that reportedly helped
students were preparedness, different types of learning, and teacher qualities. Students
reported in a post-hoc experience that more lab time, rigorous coursework, better
teachers, and better study techniques helped prepare them for academic success at the
collegiate level. Students further reported on qualities of teachers and teaching that
helped foster their academic abilities at the collegiate level, including teacher knowledge,
caring, teaching style, and expectations. Some reasons for taking high-level science
courses in high school include boosting GPA, college credit, challenge, and getting into
better colleges.