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

• 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
• ISSN: 1941-3432

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.