ERIC Number: EJ1166090
Record Type: Journal
Publication Date: 2017-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2042-7530
EISSN: N/A
A Comparison of the Achievement of Statistics Students Enrolled in Online and Face-to-Face Settings
Christmann, Edwin P.
E-Learning and Digital Media, v14 n6 p323-330 Nov 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A