Presentation
Does modality make a difference in an elementary statistics course?
Lilly Conference
(2020)
Abstract
Researchers have conducted studies on the relationship of learning mode and student performance but few studies evaluated final grades, grade distribution and pass rates in a 200 level statistics course. We examined 307 student grades from the January term of 2019 to determine if such a relationship existed. In this study, learning mode was not significantly related to end of course scores, final grade distribution or pass rates. Synchronous video classroom and traditional classroom students had a lower failure rate than synchronous video home or online students but this difference was not statistically significant.
Keywords
- Teaching online,
- Academic Success,
- Assessment,
- Grading
Disciplines
Publication Date
Winter January 10, 2020
Location
Austin Texas
Citation Information
John C. Griffith, Bobby L. McMasters and Emily K. Faulconer. "Does modality make a difference in an elementary statistics course?" Lilly Conference (2020) Available at: http://works.bepress.com/john_griffith/48/
Creative Commons License
This work is licensed under a Creative Commons CC_BY International License.