The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
 
Creator Griffith, John C.
Faulconer , Emily K.
McMasters, Bobby L.
 
Subject distance learning
online education
quality in higher education
student performance
grade distribution
 
Description Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from four different modes of instruction: (a) online, (b) videosynchronous learning classroom, (c) videosynchronous learning home, and (d) traditional classroom in an introductory statistics course. All data on grades, which included pass rate and grade distribution, were collected from the nine-week January 2019 term. All learning modes used the same text, syllabus, assignments, quizzes, and tests. In this study, learning mode was not significantly related to end-of-course score, final grade distribution, or pass rate. Future researchers should explore the impacts of gender, instructor quality, different term lengths, and the standardized use of textbooks and syllabi on student performance when exploring the impact of learning mode on grades, grade distribution, and pass rates.
 
Publisher Athabasca University Press
 
Date 2021-03-11
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/5033
10.19173/irrodl.v22i1.5033
 
Source The International Review of Research in Open and Distributed Learning; Vol. 22 No. 1 (2021); 166-179
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/5033/5447
http://www.irrodl.org/index.php/irrodl/article/view/5033/5481
http://www.irrodl.org/index.php/irrodl/article/view/5033/5482
 
Rights http://creativecommons.org/licenses/by/4.0
 

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