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...

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Autores principales:	John C. Griffith, Emily K. Faulconer, Bobby L. McMasters
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	distance learning online education quality in higher education student performance grade distribution Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9f9e393467b348faabe5bdab7393e443
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spelling	oai:doaj.org-article:9f9e393467b348faabe5bdab7393e4432021-12-02T17:15:36ZThe Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States10.19173/irrodl.v22i1.50331492-3831https://doaj.org/article/9f9e393467b348faabe5bdab7393e4432021-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5033https://doaj.org/toc/1492-3831Faculty 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. John C. GriffithEmily K. Faulconer Bobby L. McMastersAthabasca University Pressarticledistance learningonline educationquality in higher educationstudent performancegrade distributionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning online education quality in higher education student performance grade distribution Special aspects of education LC8-6691
spellingShingle	distance learning online education quality in higher education student performance grade distribution Special aspects of education LC8-6691 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
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.
format	article
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
title	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_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_sort	relationship between learning mode and student performance in an undergraduate elementary statistics course in the united states
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/9f9e393467b348faabe5bdab7393e443
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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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