TDNet Discover

The purpose of this quantitative study was to provide a regression analysis to determine whether offering competency-based education (CBE) programs as an option or strictly traditional programs affects the completion rates for students enrolled in primarily online institutions (POIs). Based on the research benefits of CBE and the three pillars of the self-determination theory, this research study provided a significant addition to the existing research in seeking ways to address the low completion rates in the United States and provides valuable insight into the differences between schools offering CBE as an option. The sample for this study consisted of 16 institutions offering CBE as an option and eight institutions only offering a traditional model from 24 total primarily online postsecondary institutions within the United States. Using data from IPEDS, National Student Clearinghouse, and College Scorecard as instruments, the POIs were classified based on whether they offer elements of CBE, and these descriptive results were run through a regression analysis. The results of this study indicated a moderately strong relationship between offering CBE as an option and increasing completion rates. Additional regression analyses were run based on the size of the institution, with no significant relationship found based on the institution’s size. The conclusion was that including elements of CBE in relation to the three pillars of the self-determination theory (autonomy, competency, and connection) increased student motivation and led to higher completion rates. Further research is recommended on the effect of the institution’s size using a larger sample size, CBE in online versus in-person programs, CBE for various industries, and the impact of specific CBE elements.