A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

Abstract

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students' final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the "no significant difference phenomenon," described in Russell's (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.

Current Status of Research on Online Learning in Postsecondary Education

“…Of the research that falls into the former category, the findings tend to indicate no significant difference, or provide mixed results. For example, Summers, Waigandt, and Whittaker (2005), Lewis and Harrison (2012) and Enriquez (2010) each find no significant difference with respect to any of the outcomes they examine. Plumb andLaMeres (2011), Rich andDereshiwsky (2011) and Parsons-Pollard et al (2008) each find online students outperformed face-to-face students on some measures, face-to-face students outperformed online students on other measures, and there is no significant difference on other measures.…”

“…For example, Urtel (2008) finds no significant difference between online and face-to-face instruction for male students or for black or Hispanic students, but white students and female students did better in the face-to-face format; by contrast, Wagner, Garippo, and Lovaas (2011) find no significant difference in final grades when looking at all students, but males as a subgroup did significantly worse in online classes. Finally, the studies that are observational without any attempts to standardize course materials, assignments, assessments, or other components of instruction show either no significant difference in outcomes (Signor, 2003), or else significant differences for some courses but not for others (Samman et al, 2012).…”

Traditional Versus Online Learning in Institutions of Higher Education: Minority Business Students’ Perceptions

“…The offering of online courses/programs coupled with increased enrollment could help reduce the overall cost of education to many institutions. Numerous studies have been published (Brown, 2016;Pai, 2013;Summers, 2005;Clark, 2001) that compare traditional and online programs in majority institutions. Additional research (Fedynich, 2015;John et al, 2015) has also examined students' perceptions about online education.…”

Interaction with a Problem Solving Multi Video Lecture: Observing Students from Distance and Traditional Learning Courses

“…One theme of recognized importance is the ability to analyze how students watch the lectures and learn from them [12]. As a matter of fact, the literature reports several efforts involving the comparison of traditional and distance learning courses in several aspects [13] [14] [15] [16].…”