A comparison of student achievement and retention in an introductory math course delivered in online, face -to -face, and blended modalities
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.
0710: Educational software
0745: Higher education