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 and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. Multiple regressions, ANCOVA, and MANCOVA were performed to analyze the data while controlling age and gender to reveal 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. Motivation and Technology were non-significant, but Satisfaction was proven to be significant. In face-to-face courses, male students were more satisfied than female students. While in online courses, female students were more satisfied than male students. There was an interaction effect between the methods of instruction and the grade levels of A, B, C, D, and F/W on the dependent variables (Motivation, Technology, and Satisfaction).
July 27, 2016
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