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A Comparison of Student Characteristics in Traditional and Web-Based College Science Courses

Andrikanich, Meghan

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2008, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.

Distance learning options at colleges and universities are increasing dramatically (e.g. National Center for Educational Statistics [NCES], 1998; NCES, 2001). Web-based courses create an interesting learning environment for study (e. g., Dupin-Bryant, 2004; Maki and Maki, 2003). Because science is a topic that induces anxiety for many students (e. g., Brownlow, et al., 2000; Greenburg and Mallow, 1982), and test anxiety has been linked to reduced academic performance (e. g., Bruch, 1981; Spielberger, 1979), the intersection of course format, science, and test anxiety is an area in need of research.

This study used an explanatory mixed method design. One hundred and seven web-based science students and 110 students enrolled in traditional courses completed a questionnaire regarding demographic and personal factors, the Reduced Reaction to Tests (RTT) (Benson and Bandalos, 1992) and the Locus of Control of Behavior Scale (Craig, Franklin, and Andrews, 1984). Ten students participated in a follow-up interview.

Quantitative results found no significant difference between age, racial/ethnic background, student status (full-time or part-time), or degree program being pursued between traditional and web-based science courses. Significantly more females, more students employed full-time, and with an external locus of control enrolled in web-based courses. Students in traditional courses experienced more test anxiety due to test-irrelevant thoughts. Traditional students experienced more anxiety in traditional science courses, while nontraditional students experienced more anxiety in web-based science courses. Expected course grade and locus of control predicted test anxiety in traditional courses, and previous web experience, expected grade, and locus of control predicted test anxiety for web-based courses.

Qualitative data indicated that students in both formats expressed opinions regarding course format, studying and test preparation methods, test-taking, communication with instructors in general, and specifically related to testing. Opinions indicated students prefer a comfortable course environment, whether that involves technology or not.

Several recommendations can be made. A continued increase in the type and variety of web-based courses will allow students continued flexibility in course scheduling. Multiple-choice tests should be considered to reduce student anxiety. Instructors should strive towards creating comfortable classroom environments and communicate clearly with their students.

Rosemary Sutton, PhD (Committee Chair)
Ronald Beebe, PhD (Committee Member)
Selma Vonderwell, PhD (Committee Member)
Scott Sowell, PhD (Committee Member)
Constance Hollinger, PhD (Committee Member)
97 p.

Recommended Citations

Citations

  • Andrikanich, M. (2008). A Comparison of Student Characteristics in Traditional and Web-Based College Science Courses [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1218419100

    APA Style (7th edition)

  • Andrikanich, Meghan. A Comparison of Student Characteristics in Traditional and Web-Based College Science Courses. 2008. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1218419100.

    MLA Style (8th edition)

  • Andrikanich, Meghan. "A Comparison of Student Characteristics in Traditional and Web-Based College Science Courses." Doctoral dissertation, Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1218419100

    Chicago Manual of Style (17th edition)