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 lear...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2021-03-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/5033 |
| _version_ | 1818909273615237120 |
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| author | John C. Griffith Emily K. Faulconer Bobby L. McMasters |
| author_facet | John C. Griffith Emily K. Faulconer Bobby L. McMasters |
| author_sort | John C. Griffith |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T22:24:18Z |
| format | Article |
| id | doaj.art-9f9e393467b348faabe5bdab7393e443 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T22:24:18Z |
| publishDate | 2021-03-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-9f9e393467b348faabe5bdab7393e4432022-12-21T20:03:34ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312021-03-0122110.19173/irrodl.v22i1.5033The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United StatesJohn C. Griffith0Emily K. Faulconer 1Bobby L. McMasters2Embry-Riddle Aeronautical UniversityEmbry-Riddle Aeronautical UniversityEmbry-Riddle Aeronautical UniversityFaculty 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.http://www.irrodl.org/index.php/irrodl/article/view/5033distance learningonline educationquality in higher educationstudent performancegrade distribution |
| spellingShingle | John C. Griffith Emily K. Faulconer Bobby L. McMasters The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States International Review of Research in Open and Distributed Learning distance learning online education quality in higher education student performance grade distribution |
| title | The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States |
| title_full | The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States |
| title_fullStr | The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States |
| title_full_unstemmed | The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States |
| title_short | The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States |
| title_sort | relationship between learning mode and student performance in an undergraduate elementary statistics course in the united states |
| topic | distance learning online education quality in higher education student performance grade distribution |
| url | http://www.irrodl.org/index.php/irrodl/article/view/5033 |
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