Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning

Abstract

As online enrollment increases in the United States, it is important to understand the impact of course modality on student outcomes. In particular, there has been limited research on the effect of course enrollment at Hispanic-serving institutions (HSI). The current study evaluated the effect of online course enrollment on student grades and on student withdrawal rates by comparing outcomes in online and face-to-face classes. The main innovation of this study is to use propensity score analysis to control for 15 different student characteristics as a way to control for the selection bias introduced when students self-select into different course modalities. The study used data from a large, public, HSI in the mountain west during the 2017-2018 and 2018-2019 academic years. Baseline results on a two-sample t-test indicated that online students have significantly higher course grades, and non-significantly different withdrawal rates before controlling for student characteristics. The study used a propensity score analysis (PSA) to control for 15 confounding covariates after testing three different PSA models: near-neighbor matching, Mahalanobis’ metric, and optimal matching. After evaluating each model for validity and sensitivity, a near-neighbor 1:2 matching PSA shows a non-significant difference in student grades, and higher withdrawal rates in online classes than face-to-face classes. Given these results, institutions should ensure that they are providing adequate academic support for online students to improve retention and success rates for online students.

Perceptions, Challenges and Coping Strategies of Mathematics Teachers in the Implementation of Limited Face-To-Face Classes

“…It can teach them to think outside the box, become independent in learning, and truly take responsibility for their education (Plas, 2016). Even though there is no significant difference between an online and face-to-face course in student grades (Cottrell, 2020). Still, face-to-face shows credibility in validating and authenticating students' comprehension.…”

Hispanic-Serving Artificial Intelligence: Do Hispanic-Serving Institutions Use Chatbots and Can They Speak Spanish?

“…The few studies that explore technology within HSIs focus on online courses, particularly the learning environment, student outcomes, and student characteristics and behaviors. For example, Cottrell (2021) found that online students at an HSI had higher withdrawal rates than students who took in-person classes. Other studies have also explored different online tools that can possibly enhance student learning and outcomes at HSIs, including ePortfolios (Callahan et al, 2021, Pan et al, 2015).…”

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

“…Since HSIs are defined based on enrollment and not on specific policies or pedagogical practices, it is logistically difficult to make empirical claims that apply to all HSIs (Fosnacht & Nailos, 2016); however, Bell et al (2021) recently found evidence to suggest that the "digital divide [in student access to technology and internet during COVID-19] may be more prevalent at HSIs than at previously studied institutions" (p. 115). Furthermore, in the academic years just prior to the pandemic, Cottrell (2021) used propensity score matching to compare HSI student outcomes in online and face-to-face courses and found comparable grades but higher withdrawal rates in online classes.…”