An Investigation of the Relationship between Grades and Learning Modes in an Introductory Research Methods Course

Autor/inn/en	Roberts, Donna; Griffith, John C.; Faulconer, Emily; Wood, Beverly L.; Acharyya, Soumyadip
Titel	An Investigation of the Relationship between Grades and Learning Modes in an Introductory Research Methods Course
Quelle	In: Online Journal of Distance Learning Administration, 22 (2019) 1, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Correlation; Grades (Scholastic); Research Methodology; Introductory Courses; Withdrawal (Education); Academic Failure; Video Technology; Synchronous Communication; Online Courses; Teaching Methods; Undergraduate Students; Aerospace Education + Suchen Sie Ihr Suchwort? Korrelation; Notenspiegel; Research method; Forschungsmethode; Einführungskurs; Kursabbruch; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such a relationship existed. In this study, learning mode was significantly related to failure rate, grade distribution and withdraw rate. Synchronous video home students had a significantly higher failure rate than traditional In-Person or online students. Online student grade distributions were significantly different than In-Person classroom, synchronous video home or synchronous video classroom students. Online Students tended to earn more "A"s and fewer "B"s and "D"s. Synchronous video home students also had a significantly higher withdraw rate than synchronous video classroom students. Recommendations for further research include investigating variables which may impact student performance such as faculty experience with course content and technology and how students select learning modes when taking classes. Future research should continue to employ outcome-based studies to measure the impact of learning mode on student performance. This remains a key issue from the perspective of the students and the institution. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01