Skip to main content
Article
Comparing Student Performance and Satisfaction in Face-to-Face and Hybrid Formats for a Finance Course
American Journal of Educational Research (2014)
  • Patricia R Robertson, Kennesaw State University
Abstract

In a study conducted at a large, public university, the author assessed the impact of course delivery method (face-to-face versus hybrid formats) on student performance and satisfaction. The study was based on the concurrent instruction of a senior-level finance course over two semesters. Student performance was based on the percent of students achieving a grade of A, B or C in the course (as opposed to D, F or W/WF) and the scores on the individual gradable assignments. The study shows no significant difference between hybrid and face-to-face delivery in the mean score of student performance. In addition, there was no significant difference in student satisfaction, which was measured based on the official university student survey. The study demonstrates (in contrast to other studies) that student achievement and satisfaction do not significantly differ with hybrid format delivery of the course. Implications of the study’s findings are discussed.

Keywords
  • hybrid learning,
  • hybrid format,
  • hybrid course,
  • blended learning
Publication Date
Winter February 11, 2014
Citation Information
Patricia R Robertson. "Comparing Student Performance and Satisfaction in Face-to-Face and Hybrid Formats for a Finance Course" American Journal of Educational Research Vol. 2 Iss. 2 (2014)
Available at: http://works.bepress.com/patricia_robertson/1/