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The Relationship between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States

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Title: The Relationship between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
Language: English
Authors: Griffith, John C., Faulconer, Emily K., McMasters, Bobby L.
Source: International Review of Research in Open and Distributed Learning. Feb 2021 22(1):166-179.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Performance Factors, Correlation, Undergraduate Students, Nontraditional Students, Introductory Courses, Statistics Education, Scores, Grades (Scholastic), Pass Fail Grading, Electronic Learning, Blended Learning, Distance Education, Synchronous Communication, Classroom Environment, Video Technology
ISSN: 1492-3831
Abstract: 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: (1) online; (2) videosynchronous learning classroom; (3) videosynchronous learning home; and (4) 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289930
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Feb 2021 22(1):166-179.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 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: (1) online; (2) videosynchronous learning classroom; (3) videosynchronous learning home; and (4) 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.
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
        StartPage: 166
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      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Nontraditional Students
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Statistics Education
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      – SubjectFull: Scores
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      – TitleFull: The Relationship between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
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