Evaluation of thesis completion in a graduate blended learning program

This dissertation examined the knowledge, motivation, and organizational influences surrounding thesis completion at Western Institute, a federally funded graduate institution offering an 18‐month Master of Arts curriculum delivered in a blended‐learning format. The impetus for the study centered on providing direction for achieving the institutions goal of 100% thesis completion within one‐year of curriculum completion. The study utilized the Clark and Estes (2008) Gap Analytical Framework and review of literature to identify seven factors effecting thesis completion from the student stakeholder perspective including three surrounding knowledge (graduate writing, help seeking, and self‐regulation), two involving student motivation (self‐efficacy and goal orientation), and two organizational influences (chair‐committee‐student interaction and feedback and student access to university resources). ❧ The research methodology adopted a longitudinal, explanatory sequential mixed‐methods approach to include a quantitative survey, qualitative interviews, and document analysis conducted in two phases. Phase I occurred at the end of the fifth quarter of instruction with Phase II occurring at the end of the sixth quarter (graduation). Fifty of 58 students participated in each phase of the quantitative survey (86.2%), 12 students participated in qualitative interviews, and 10 of the 12 qualitative interviewees provided completed theses for subjective and objective analysis. ❧ Data analysis suggests fundamental elements of graduate writing confound student performance. Critical behaviors associated with help‐seeking and self‐regulatory processes appeared skills essential for completing a thesis. The influence of self‐efficacy with the variety of component tasks required to complete a thesis and the manner in which a student’s goal orientation, specifically a mastery‐approach orientation, assisted in providing the persistence for the rigor and independent nature of thesis writing was apparent. Organizationally, the ability of the chair, through omission or commission to influence student behaviors is undeniable. Levels of student self‐efficacy rise and fall based upon feedback and positive and clear feed‐forward direction. Finally, university resources easily accessible online or utilizing face‐to‐face interactive technologies provide a means of support for students in the DL environment. ❧ Students possessing graduate and recent academic experience are more apt to engage in effective help‐seeking and self‐regulatory behaviors. More importantly, differences between students completing and failing to complete the thesis requirement highlight the importance of all knowledge and motivation influencers on performance. Change recommendations follow the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The integrated program centers on developing two critical behaviors, student help‐seeking and self‐regulation, through increased knowledge in areas essential to thesis completion, increased faculty awareness and intervention strategies, and detailed evaluations of thesis‐specific training and student performance. By understanding and identifying critical behaviors and leading indicators effecting student performance, intervention strategies can recognize the potential for student disengagement and provide corrective actions for sustaining student motivation and engagement through the thesis writing process.