Student Success Rate in Online Learning Support Classes Compared to Traditional Classes

Autor/in	Pope, Holly
Titel	Student Success Rate in Online Learning Support Classes Compared to Traditional Classes
Quelle	(2013), (79 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-9987-3
Schlagwörter	Hochschulschrift; Dissertation; Technical Education; Online Courses; Mathematics Instruction; Colleges; Learner Engagement; Conventional Instruction; Comparative Analysis; Constructivism (Learning); Instructional Effectiveness; Mathematics Achievement; Student Improvement; Statistical Analysis; Scores; Placement; Computer Assisted Testing; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technikunterricht; Online course; Online-Kurs; Mathematics lessons; Mathematikunterricht; College; Hochschule; Fachhochschule; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Betriebspraktikum; Praktikum
Abstract	West Georgia Technical College (WGTC) did not offer online learning support courses and was losing students to other colleges that offered those courses online. Adding to this problem, online learning support class sections were not being added without sufficient proof that students could receive the same level of education in an online section as they would in a traditional class. The purpose of this study was to provide stakeholders with empirical data on success rates of students taking an online learning support math course. The theoretical framework was based upon the Bruner's constructivist theory and its applications to online course design that actively engage students. The research questions assessed the extent to which the method of online or traditional instruction impacted the success or completion rate of online students in learning support math courses. An independent samples "t" test was used to assess a statistical difference of means between 96 online and 601 traditional scores as measured by COMPASS testing scores and final grades. The findings showed no statistical difference ("t" (634) = -1.747, p = 0.081) between online and traditional scores. A Levene's test was used to ensure that the population variances for the 2 groups were equal. The characteristics of both groups were further validated to be equal through their uniform use of Pearson's MyMathLab exercises, and through instructors' use of same syllabi, content, and assignments. Based on these equal findings, institutions may add more online support courses that help increase enrollment by continuing to monitor student success. Positive social change, upon implementation by instructors, will result in students becoming more engaged in interactive lessons which will produce an increase in retention and graduation rates for WGTC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01