NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ944638
Record Type: Journal
Publication Date: 2011-Feb
Pages: 4
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1947-279X
Course Format Effects on Learning Outcomes in an Introductory Statistics Course
Sami, Fary
MathAMATYC Educator, v2 n2 p48-51 Feb 2011
The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class. The instructor and course materials, including the text, homework, and examinations, were the same for the formats compared in this study. Student learning outcomes, as measured by examination scores, were the same, regardless of format. The course completion rate was numerically lower for online than for traditional and hybrid formats. Since inclusion of lecture in both the traditional or hybrid course format did not improve student learning, it was concluded that student learning from face-to-face lectures was not as important as their learning through readings, practicing, and applying skills. (Contains 2 tables.)
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland