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dc.contributor.authorJoy, Ernest Harriman IIen_US
dc.date.accessioned2014-03-14T20:21:21Z
dc.date.available2014-03-14T20:21:21Z
dc.date.issued1998-01-29en_US
dc.identifier.otheretd-1598-184456en_US
dc.identifier.urihttp://hdl.handle.net/10919/30307
dc.description.abstractUnder the Program For Afloat College Education (PACE), Sailors are able to take undergraduate and pre-college level courses aboard US Navy ships through computer-based instruction or under the instruction of a college professor. This post-hoc descriptive study was designed to determine those elements or factors which contribute most to successful outcomes for Sailors enrolled in college level PACE courses. A combination of descriptive and inferential statistical analyses were performed on a representative sample consisting of 8,124 Sailors enrolled worldwide between July 1, 1995 and May 31, 1996. Dependent variables were end of course grade and PASS/FAIL outcomes. Factors analyzed for each participant included up to 18 variables consisting of a broad array of demographic, career, environmental, academic, and mental ability data. Factors found to have a positive correlation with grade and satisfactory completion rate were age, mental ability, paygrade, years of service, and semester hours of college level courses passed in the previous four years. Formal education at the level of an associate's degree or higher was also positively associated with grade and completion rate. Married Sailors performed better than single, and Sailors who were taking a course for the first time scored higher than those who attempted a course the second time. There were differences by course grouping as well. The greatest difference observed for any variable was delivery mode, a complex dichotomous variable consisting of technology or instructor delivery. On average, Sailors in instructor delivered courses exceeded those in technology delivered courses by one half a grade point regardless of type of ship in which the course was taught or course group such as business, math etc. Recommendations for enhancing PACE effectiveness are provided in order to produce a more efficient and cost-effective voluntary college education program for the Navy.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartappendix_A.pdfen_US
dc.relation.haspartchapter_1.pdfen_US
dc.relation.haspartchapter_3.pdfen_US
dc.relation.hasparttable_1.pdfen_US
dc.relation.haspartappendix_B.pdfen_US
dc.relation.haspartappendix_c.pdfen_US
dc.relation.haspartappendix_D.pdfen_US
dc.relation.haspartappendix_E.pdfen_US
dc.relation.haspartappendix_F.pdfen_US
dc.relation.haspartappendix_G.pdfen_US
dc.relation.haspartappendix_H.pdfen_US
dc.relation.haspartappendix_I.pdfen_US
dc.relation.haspartappendix_J.pdfen_US
dc.relation.haspartappendix_k.pdfen_US
dc.relation.haspartappendix_L.pdfen_US
dc.relation.haspartappendix_m.pdfen_US
dc.relation.haspartappendix_n.pdfen_US
dc.relation.haspartappendix_O.pdfen_US
dc.relation.haspartappendix_p.pdfen_US
dc.relation.haspartappendix_q.pdfen_US
dc.relation.haspartappendix_r.pdfen_US
dc.relation.haspartappendix_s.pdfen_US
dc.relation.haspartappendix_t.pdfen_US
dc.relation.haspartappendix_u.pdfen_US
dc.relation.haspartappendix_v.pdfen_US
dc.relation.haspartappendix_w.pdfen_US
dc.relation.haspartappendix_x.pdfen_US
dc.relation.haspartreferences.pdfen_US
dc.relation.hasparttable_10.pdfen_US
dc.relation.hasparttable_2.pdfen_US
dc.relation.hasparttable_3.pdfen_US
dc.relation.hasparttable_4_5.pdfen_US
dc.relation.hasparttable_6.pdfen_US
dc.relation.hasparttable_7.pdfen_US
dc.relation.hasparttable_8.pdfen_US
dc.relation.hasparttable_9.pdfen_US
dc.relation.hasparttable_11.pdfen_US
dc.relation.haspartmasterETD.pdfen_US
dc.relation.haspartchapter_2.pdfen_US
dc.relation.haspartvita.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectUS Navyen_US
dc.subjectvoluntary educationen_US
dc.subjecttechnologyen_US
dc.subjectinstructionen_US
dc.subjectafloaten_US
dc.subjectcollegeen_US
dc.titleProgram For Afloat College Education In The Navy: Measuring Instructional Effectiveness In An Era Of Declining Resourcesen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairMoore, David Michaelen_US
dc.contributor.committeememberHolmes, Glen A.en_US
dc.contributor.committeememberCennamo, Catherineen_US
dc.contributor.committeememberSingh, Kusumen_US
dc.contributor.committeememberBurton, John K.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-1598-184456/en_US
dc.date.sdate1998-01-29en_US
dc.date.rdate1998-02-12
dc.date.adate1998-02-12en_US


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