EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Joellen B. Edwards, Virginia P. Foley, Pamela H. Scott
The purpose of this quantitative study was to determine if there were significant differences in student success in face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011.
Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests.
This researcher noted significant differences in the results of this study: grades, success rates by gender, success rates by health and nonhealth majors, and nontraditional age (≥25) success rate were higher for students in the face-to-face courses; and the attrition rate was higher for students in the online course sections. There was no significant difference found in the success rate for traditional age (<25) students in the face-to-face sections compared to those in the online sections.
Dissertation - Open Access
Garman, Deanna Essington, "Student Success in Face-to-Face and Online Sections of Biology Courses at a Community College in East Tennessee" (2012). Electronic Theses and Dissertations. Paper 1408. http://dc.etsu.edu/etd/1408
Copyright by the authors.