How Students Experience Failing a Course: A Descriptive Phenomenology

dc.contributor.advisorCarales, Vincent D.
dc.contributor.committeeMemberDavis, Tiffany J.
dc.contributor.committeeMemberElkayam, Jessica S.
dc.contributor.committeeMemberLouis, Dave A.
dc.creatorWilson-Stykes, Candice Brittany
dc.creator.orcid0000-0002-3697-3002
dc.date.accessioned2023-06-04T20:44:02Z
dc.date.createdDecember 2022
dc.date.issued2022-12-21
dc.date.updated2023-06-04T20:44:03Z
dc.description.abstractBackground: Existing research explains academic course failure with two narratives. In one narrative, course failure is a problem to be avoided. In another, it is a source of valuable lessons for students who have failed courses. Understanding students’ perspectives on experiencing course failure can help reconcile these contrasting narratives and guide approaches to course failure. Purpose: The purpose of this qualitative, applied transcendental phenomenology is to illuminate the experience of failing a class from the perspective of undergraduates who were in good academic standing at a public, regional university. Participant interviews were used to describe the phenomenon of academic course failure and to uncover the underlying structure of the experience of failing a course. Methods: This study employed a descriptive phenomenological method to analyze secondary qualitative data in the form of six interview transcripts. Findings: This study revealed that the phenomenon of academic course failure is comprised of 12 essential, equal, and interdependent constituents. Conclusion: The experience of the phenomenon of academic course failure is dynamic and multi-faceted; it involves multiple actors and sometimes conflicting actions. An accurate understanding of academic course failure can inform meaningful research and has practical implications for higher education policy, student-faculty/staff relationships, and institutional retention efforts.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/14419
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectCourse failure
dc.subjectHigher education
dc.subjectPhenomenology
dc.titleHow Students Experience Failing a Course: A Descriptive Phenomenology
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because the student has placed this item under an embargo for a period of time. The Libraries are not authorized to provide a copy of this work during the embargo period.
local.embargo.lift2024-12-01
local.embargo.terms2024-12-01
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.disciplineHigher Education Leadership and Policy
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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