The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes

Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and...

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Bibliographic Details
Published in:Research in higher education journal 2015, Vol.27
Main Authors: Amro, Hanan Jamal, Mundy, Marie-Anne, Kupczynski, Lori
Format: Article
Language:English
Subjects:
Academic Achievement
Age Differences
Algebra
Archives
College Mathematics
College Students
Comparative Analysis
Conventional Instruction
Ethnic Groups
Gender Differences
Hispanic American Students
Hypothesis Testing
Multiple Regression Analysis
Online Courses
Predictor Variables
Statistical Analysis
Student Records
Texas
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Summary:Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and demographics were compared for face-to-face and online students. Multiple regressions and ANCOVA were performed to analyze the data while controlling age and gender to reveal any significant differences between the two groups. The sample and population for this study were predominantly Hispanic students. Multiple regression findings indicated that age and gender were predictors of student achievement in face-to-face college algebra courses at a college in south Texas. In the equivalent college algebra online courses, neither Age nor Gender impacted students' grade. ANCOVA showed that the average grade of face-to-face students was higher than that of online students.
ISSN:1941-3432