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Investigating Students' Perceptions and Achievement in a Traditional Versus Online Statistics Course

Li, Linda S
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586540082366323

Abstract Details

2020, Master of Arts (MA), Bowling Green State University, Mathematics/Mathematics (Pure).
Most higher-ed institutions offer an Introduction to Statistics course as a general mathematics course. Students from a variety of career fields are taking this course as part of their general education requirement; however, through technological advancements, the course is now made more accessible for students by offering classes both in a traditional lecture style and a distance learning setting. There is existing research documenting the benefits and drawbacks of distance learning classrooms, but this study further investigates how students at a four year institution learn mathematics in both academic settings. The study took place over one semester, and it included all students who were enrolled in a first-year statistics course at a Midwestern public University. They were given an electronic questionnaire, which included three sections - student demographics, content knowledge, and attitudes. These three categories were analyzed and cross-compared between the traditional setting classroom and distance learning classes. Student demographics were evaluated based on student responses on the pre-post surveys. Academic achievement was measured by students’ grade distribution, retention rates, and pre-post survey responses in the traditional and online sections. For each category under academic achievement, a two-proportion z-test was performed and analyzed in order to determine whether student performances in the traditional and online classes had a significant difference. Student attitudes were measured by the attitudes portion of the pre-post survey along with coded open-ended responses provided by students in the post-survey. A chi-square test for independence was used to conclude whether student attitudes were associated with their course format along with whether student attitudes were associated to the pre- or post-survey. Student demographics in the study were similar to existing literature, with students from the online sections having more out-of-school obligations. Additionally, students in the online sections all expected to complete the course with an A or B, even though the data comparison showed students in the online sections may be less motivated than students in the traditional format. Results from the statistical tests found notable differences in student demographics, retention rates, learning outcomes, attitudes, and common themes in the open-ended responses. Results from the two-proportion z-test found no significance between course format and learning outcomes based on the survey; however, students in the traditional sections exhibited significant improvement in course content from the pre to the post-survey whereas no significant difference was found in the online sections. Results from the chi-square test for independence found a significant association in attitude between course format and their views towards online/in-person learning. The open-ended responses echoed their attitudes with common themes behind why they chose the course format and their future selection. Based on the gathered quantitative and qualitative data, the researcher discusses implications and recommendations for future research.
Kimberly Rogers, Dr. (Advisor)
Craig Zirbel, Dr. (Committee Member)
88 p.
Mathematics; Mathematics Education
mathematics; education; statistics; online; learning

Recommended Citations

Citations

  • Li, L. S. (2020). Investigating Students' Perceptions and Achievement in a Traditional Versus Online Statistics Course [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586540082366323

    APA Style (7th edition)

  • Li, Linda. Investigating Students' Perceptions and Achievement in a Traditional Versus Online Statistics Course. 2020. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586540082366323.

    MLA Style (8th edition)

  • Li, Linda. "Investigating Students' Perceptions and Achievement in a Traditional Versus Online Statistics Course." Master's thesis, Bowling Green State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586540082366323

    Chicago Manual of Style (17th edition)

bgsu1586540082366323
333
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This open access ETD is published by Bowling Green State University and OhioLINK.