Comparison of Student Academic Achievement in an Information Technology Course across Modalities

Autor/in	Susee, Dawn
Titel	Comparison of Student Academic Achievement in an Information Technology Course across Modalities
Quelle	(2017), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-7210-6
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Statistical Analysis; Online Courses; Quality Assurance; Accreditation (Institutions); Information Science Education; Information Technology; Grade Point Average; College Students; Universities; Grounded Theory; Age Differences; Gender Differences; Grades (Scholastic); Teaching Methods; Comparative Analysis; Blended Learning; Conventional Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Statistische Analyse; Online course; Online-Kurs; Qualitätssicherung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Informationstechnologische Bildung; Informationstechnologie; Collegestudent; University; Universität; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Online education continues to grow at a faster pace than traditional education. Even though students may prefer face-to-face education, they find the anywhere, anytime aspect of online education hard to resist. Universities are offering more courses in both a face-to-face and online option. For both accreditation and quality assurance purposes, it is important that the education that students receive, regardless of modality, is equivalent. The purpose of this study is to examine an introduction to information technology course at a northeastern university in the United States to determine if the online, face-to-face and dual-enroll versions are equivalent in student academic achievement. The researcher employed quantitative, causal comparative research to achieve this purpose. The researcher obtained de-identified demographic data that were gathered by the university such as age, gender, grade point average, and grade level and gathered the final grades of the students used in the study. There were 252 participants in the study enrolled over two different semesters. A One-way ANCOVA was conducted to determine if there was a statistically significant difference of modality on the final grade of students controlling for age, gender, cumulative GPA, and grade level. There was not a significant effect of modality on the final grade after controlling for age F(1, 244) = 2.305, p = 0.13, gender F(1, 244) = 2.305, p = 0.115, and academic level F(1, 255) = 2.161, p = 0.143. Cumulative GPA was a significant covariate F(1, 255) = 325.847, p = 0.00. Based on the results of the One-way ANCOVA, the null hypothesis would have to be rejected and the alternate hypothesis that there is a statistically significant difference in the final course grade in the online, face-to-face, and dual-enroll versions of an introduction to information technology course would be accepted. The next step would be to run the same study over the course of several more semesters to see if the results are similar. Making the course as accessible as possible to all students is important. Further research and investigation will help to make the course better for all students regardless of the modality that is chosen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01