4 research outputs found
The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
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
McMasters_Griffith_Lilly_Austin_January_2020_R06.pdf
The Department of Defense is reporting a continuing decline in enlisted military member tuition assistance use. While the aviation, aerospace and defense industries are pleading for additional employees with military and academic skill sets. Academia has a relatively new and innovative solution that accepts military members “where they are” academically and rewards them for their service. Preliminary results from a “military friendly” degree program was presented; beginning with student matriculation through graduation. Outcomes are applicable to Active Duty, Guard, Reserve, Dependents and Veterans
The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
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
Does modality make a difference in an elementary statistics course?
Researchers have conducted studies on the relationship of learning mode and student performance but few studies evaluated final grades, grade distribution and pass rates in a 200 level statistics course. We examined 307 student grades from the January term of 2019 to determine if such a relationship existed. In this study, learning mode was not significantly related to end of course scores, final grade distribution or pass rates. Synchronous video classroom and traditional classroom students had a lower failure rate than synchronous video home or online students but this difference was not statistically significant