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Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Using Action Research to Assess Student Performance in Traditional vs. E-Learning Formats

Using Action Research to Assess Student Performance in Traditional vs. E-Learning Formats
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Author(s): Retta Guy (Tennessee State University, USA)and Craig Wishart (Fayetteville State University, USA)
Copyright: 2012
Pages: 13
Source title: Human Resources Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-1601-1.ch044

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Abstract

While the popularity and acceptance of online education is undeniable, many are concerned about measurable performance of student learning in Web-based courses. The issue of student performance dates back to the start of correspondence courses as the initial challenge to the traditional classroom (McLaren, 2004). Yet, today, it is not a question of whether we pursue this educational medium, but rather, are students in the Web-based courses performing equal to or better than their counterparts in the classroom-based courses? An action research study was conducted to assess student performance in a traditional versus e-learning format at a historically Black land-grant university located in the southern part of the United States. The population sampled included 293 declared business majors who were self enrolled in either organizational behavior or international business undergraduate courses. Both courses in both formats were conducted over a 3-year period. A chi-square test was run to determine if correlation exist between final grades and delivery method. The results revealed that the delivery method did not impact student performance; hence, concluding that there was not sufficient evidence to assert that a relationship exists between final grades and delivery method.

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