Assessing the Effectiveness of E-Learning Integration in College Physics in the Alamo Community Colleges District

Autor/in	Zhou, Qiaoying
Titel	Assessing the Effectiveness of E-Learning Integration in College Physics in the Alamo Community Colleges District
Quelle	(2012), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-0356-1
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Physics; Academic Aptitude; Student Participation; Teaching Methods; Employment; Statistical Analysis; Electronic Learning; Learning Modalities; Multiple Regression Analysis; Science Education; Higher Education; Two Year College Students; Conventional Instruction; Science Achievement; Learning Processes; Predictor Variables; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Physik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Dienstverhältnis; Statistische Analyse; Lernumgebung; Naturwissenschaftliche Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Prädiktor
Abstract	Academic achievement and student participation in physics are lower than desired. Research has shown that there is a shortage of college students entering science and technology fields such as physics. E-learning may provide the technology-oriented Net Generation learner an option for taking courses such as physics in a course modality with which they are most comfortable thus garnering more participation and higher academic achievement. A quantitative ex-post facto study was performed to compare face-to-face and E-learning modalities on course completion and physics achievement for an entire introductory physics course. The theoretical framework for this study was based on the constructivist theory of education that implies a student-centered learning process. The sample consisted of 116 students enrolled in introductory physics courses at four 2-year community colleges in Texas. Course completion, SAT scores, Force Concept Inventory examination scores, as well as demographic information and employment information were examined. Linear and ordinal multiple regression analysis were used to determine if course modality is predictive of physics achievement while controlling for general scholastic aptitude, current employment, the presence of children in the home, and teacher evaluations. The results showed that students in the E-learning course performed better on the Force Concept Inventory than those in the traditional course both in the multiple regression analysis, beta = 0.61, p less than 0.001, and in the ordinal regression analysis, Wald(1) = 18.83, p less than 0.001. A chi-square test was used to determine if course completion rates differ between students in the two course modalities. The results showed no difference in course completion rates between students in the two course modalities, chi[superscript 2](1, n = 116) = 1.02, p = 0.312. It was concluded that students in an E-learning course modality had higher physics achievement but were no more likely to complete the introductory physics course than students were in a face-to-face modality. It was recommended that other colleges and universities should develop and test E-learning courses for introductory physics, that larger sample sizes should be used in future studies, and that additional outcome variables including the likelihood that a student chooses physics as a major or the likelihood that a student completes a physics degree should be examined. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10