ERIC Number: EJ1047695
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 20
Student Performance in an Introductory Business Statistics Course: Does Delivery Mode Matter?
Haughton, Jonathan; Kelly, Alison
Journal of Education for Business, v90 n1 p31-43 2015
Approximately 600 undergraduates completed an introductory business statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized private university in Boston, Massachusetts. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in a flipped-hybrid environment, viewing lecture material online prior to once-a-week, face-to-face meetings. After controlling for observable differences, students in the hybrid environment performed better on the common final exam; however, there were no significant differences in the final grades or student satisfaction between the two environments.
Descriptors: Business Administration Education, Statistics, Delivery Systems, Performance Based Assessment, Intermode Differences, Educational Practices, Undergraduate Students, Control Groups, Experimental Groups, Classroom Environment, Blended Learning, Achievement Gains, Comparative Testing, Participant Satisfaction, Teaching Methods, Cost Effectiveness, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts