Abstract/Details

A comparison of student achievement and retention in an introductory math course delivered in online, face -to -face, and blended modalities


2006 2006

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Abstract (summary)

This study explored the impact of three instructional modalities upon student retention and academic achievement in an introductory undergraduate mathematics course at a large private university. The impact of gender upon retention and achievement when comparing all three instructional formats was also analyzed. Course final grades and attendance records were collected over a three-year period for classes taught in the following formats: asynchronous online, face-to-face, and blended. A casual-comparative methodology that incorporated Analysis of Variance (ANOVA) and chi square tests was used. Results indicated that instructional modality does have a significant impact upon retention and achievement. Students in face-to-face or traditionally instructed classes had better retention rates and higher final grades than students in online and blended instructional formats. The most significant differences were found when comparing the face-to-face and online formats. Although gender did not play a role in retention when considered across all three instructional modalities, women were found to retain at a significantly higher rate than men in the blended modality. No significant interaction effect was found between gender and instructional modality when analyzing the academic achievements of students in online, face-to-face, and blended formats.

Indexing (details)


Subject
Mathematics education;
Educational software;
Higher education
Classification
0280: Mathematics education
0710: Educational software
0745: Higher education
Identifier / keyword
Education; Achievement; Blended modalities; Face-to-face; Introductory mathematics; Online; Retention
Title
A comparison of student achievement and retention in an introductory math course delivered in online, face -to -face, and blended modalities
Author
Paden, Russell R.
Number of pages
87
Publication year
2006
Degree date
2006
School code
1351
Source
DAI-A 67/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542914829
Advisor
Dereshiwsky, Mary I.
University/institution
Capella University
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3237076
ProQuest document ID
304916870
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304916870
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