Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Ellen Foster
Second Advisor
Tom Brady
Third Advisor
Sally Quong
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The rapid growth of online learning in secondary education has highlighted the need to better understand factors that contribute to student success. While considerable research has examined online learning at the postsecondary level and in state-tested subjects, little attention has been given to social studies courses. This qualitative study explored the relationship between secondary students’ perceptions of teacher involvement and their academic success in asynchronous online social studies courses. Participants included 22 students from two accredited high schools in Mississippi, one fully online and one traditional brick-and-mortar school, both of which offered asynchronous social studies courses approved by the state department of education. Data were collected through semi-structured student interviews and triangulated with parent surveys and teacher interviews. Inductive analysis revealed six key themes: reasons for choosing online courses, modes of teacher communication, perceptions of teacher roles, advantages and disadvantages of online learning, individualized support, and comparisons with face-to-face courses. Students consistently cited flexibility and convenience as the primary reason for enrolling in online courses but also emphasized the importance of timely, clear, and supportive teacher communication. Teachers echoed this emphasis, identifying communication, student motivation, and scheduling flexibility as central to student success. The findings indicate that while asynchronous courses provide independence and adaptability, student success is strongly influenced by proactive teacher communication, individualized support, and the facilitative role of the teacher. These results highlight the importance of intentional communication strategies and professional development to strengthen teacher presence in asynchronous virtual learning environments.
Recommended Citation
Herrington, Thomas Matthew, "Exploring the Relationship Between Secondary Student Perceptions of Teacher Involvement and Student Academic Success in Online Social Studies Courses" (2025). Electronic Theses and Dissertations. 3518.
https://egrove.olemiss.edu/etd/3518