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ERIC Number: ED528581
Record Type: Non-Journal
Publication Date: 2009
Pages: 97
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-2569-4
A Comparison of Online and Classroom-Based Developmental Math Courses
Eggert, Jeanette Gibeson
ProQuest LLC, Ed.D. Dissertation, George Fox University
Effectiveness was operationalized as a combination of successful developmental course completion, high student satisfaction at the end of the course, and high academic achievement in a subsequent college-level math course. Instructional methodologies were similar to the extent that the instructional delivery systems allowed. With a sample size of 718 students who completed the courses during the interval (n = 357 classroom-based; n = 361 online), there was no statistically significant difference in the successful course completion means of the two instructional delivery systems. Student satisfaction comparisons were based on standard, voluntary, anonymous course assessment data. Two scales were created relating to (1) student satisfaction with the course and (2) student satisfaction with the instructor. Responses from 222 students were analyzed (n = 100 classroom-based; n = 122 online). There was no statistically significant difference in the means for either of the scales based on the instructional delivery system. Within the time interval, 118 of the students completed a subsequent college-level mathematics course. The mean GPA for students from the online group (n = 60) was statistically significantly higher than for the classroom-based group (n = 58). Based on these three measures, the online developmental math courses had a higher effectiveness. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A