Why Online Students Outperform Hybrid Students: The Role of Attendance, Course Structure, and Engagement in a Project-based Mathematics Course.

Saved in:

Bibliographic Details
Title:	Why Online Students Outperform Hybrid Students: The Role of Attendance, Course Structure, and Engagement in a Project-based Mathematics Course.
Authors:	Khayo, Poranee¹
Source:	AURCO Journal. Spring2026, Vol. 32, p72-98. 27p.
Subject Terms:	Course organization (Education), Mathematics education, Online education, Project method in teaching, Blended learning, Academic achievement, Attendance, Participation
Abstract:	This study examines the effects of hybrid and online instructional modalities on student achievement, attendance, and attitudes toward mathematics in a project-based college course. Using a quasi-experimental design, 315 students across fourteen course sections were compared on multiple performance measures, including homework assignments, quizzes, projects, exams, participation, and overall course grades. Results consistently showed that online students outperformed hybrid students across all achievement categories. No significant differences were found in students' attitudes toward mathematics, with both groups showing stable attitudes from the beginning to the end of the semester. Attendance emerged as a significant predictor of academic performance, with online students maintaining substantially higher attendance rates than hybrid students. Mediation analysis confirmed that attendance partially explained the superior outcomes achieved by the online group. Survey responses further revealed that students valued the flexibility, pacing, and convenience of online learning, while hybrid students reported greater uncertainty about course expectations. These findings highlight the critical role of attendance, clarity, and course structure in determining instructional effectiveness and suggest that thoughtfully designed online formats can support strong learning outcomes in project-based mathematics courses. [ABSTRACT FROM AUTHOR]
	Copyright of AURCO Journal is the property of Association for University Regional Campuses of Ohio and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study examines the effects of hybrid and online instructional modalities on student achievement, attendance, and attitudes toward mathematics in a project-based college course. Using a quasi-experimental design, 315 students across fourteen course sections were compared on multiple performance measures, including homework assignments, quizzes, projects, exams, participation, and overall course grades. Results consistently showed that online students outperformed hybrid students across all achievement categories. No significant differences were found in students' attitudes toward mathematics, with both groups showing stable attitudes from the beginning to the end of the semester. Attendance emerged as a significant predictor of academic performance, with online students maintaining substantially higher attendance rates than hybrid students. Mediation analysis confirmed that attendance partially explained the superior outcomes achieved by the online group. Survey responses further revealed that students valued the flexibility, pacing, and convenience of online learning, while hybrid students reported greater uncertainty about course expectations. These findings highlight the critical role of attendance, clarity, and course structure in determining instructional effectiveness and suggest that thoughtfully designed online formats can support strong learning outcomes in project-based mathematics courses. [ABSTRACT FROM AUTHOR]