A Comparison of the Achievement of Statistics Students Enrolled in Online and Face-to-Face Settings

Autor/in	Christmann, Edwin P.
Titel	A Comparison of the Achievement of Statistics Students Enrolled in Online and Face-to-Face Settings
Quelle	In: E-Learning and Digital Media, 14 (2017) 6, S.323-330 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753017752925
Schlagwörter	Online Courses; Conventional Instruction; Academic Achievement; Graduate Students; Randomized Controlled Trials; Comparative Analysis; Teaching Methods; Educational Technology; Technology Uses in Education; Effect Size; Gender Differences; Statistics; Tests; Quasiexperimental Design; Scores; Statistical Analysis + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Statistik; Examination; Prüfung; Examen; Statistische Analyse
Abstract	This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either online instruction or traditional face-to-face instruction. The effects of the independent variables of online univariate statistics instruction versus traditional face-to-face instruction on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance. There was a significant difference between the achievement of students who used online univariate statistics instruction and those who used traditional face-to-face instruction (p = 0.001). The traditional face-to-face group scored higher with an effect size of 0.979, indicating that, on the average, those who were enrolled in a traditional face-to-face univariate statistics class outperformed 83.4% of those enrolled in the online statistics course. Moreover, females using online instruction outperformed males using online instruction and males enrolled in a traditional face-to-face course scored higher than females, with an effect size of 0.651, indicating that, on the average, those males outperformed 74.22% of the females enrolled in a traditional face-to-face statistics course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01