Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation
This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a f...
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| Veröffentlicht in: | Journal of instructional pedagogies 2013-09, Vol.12 |
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| container_title | Journal of instructional pedagogies |
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| creator | Guidry, Krisandra |
| description | This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a financial management class at a medium sized state university. Students had the option upon registration to choose the lecture presentation or the web-based version of the course. Examination of the significant variables presents only one common predictor of student performance--semester GPA prior to enrolling in the course. Otherwise, different predictors are significant, dependent upon the method of presentation. Furthermore, students in the lecture class performed better than those enrolled in the web version. |
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Furthermore, students in the lecture class performed better than those enrolled in the web version.</description><subject>Achievement Gains</subject><subject>Age Differences</subject><subject>College Students</subject><subject>Conventional Instruction</subject><subject>Course Evaluation</subject><subject>Gender Differences</subject><subject>Grade Point Average</subject><subject>Hypothesis Testing</subject><subject>Instructional Innovation</subject><subject>Intermode Differences</subject><subject>Lecture Method</subject><subject>Money Management</subject><subject>Number Concepts</subject><subject>Predictor Variables</subject><subject>Web Based Instruction</subject><subject>Withdrawal (Education)</subject><issn>1941-3394</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFzM0KgkAUhuFZFGQ_lxCcGxA0RbFlYVRUCAYtZdRjjOgYZ2YE7z6F9q0-Xj54ZsxyI9-1PS_yF2ypVO04QRD4O4vVqTYlSg0JUtVRy2WBkBCWotAdKbjIvmt6Id_wMC2SKHjTDHDgCktITV5joeHOtUbaw20MQwg9kjIKXphPkhp1rkUn12xe8Ubh5rcrtj3Fz-PZntjsQ6LlNGTx1XWi0Akj79__BWPYRAY</recordid><startdate>201309</startdate><enddate>201309</enddate><creator>Guidry, Krisandra</creator><general>Academic and Business Research Institute</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>201309</creationdate><title>Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation</title><author>Guidry, Krisandra</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ10970793</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Achievement Gains</topic><topic>Age Differences</topic><topic>College Students</topic><topic>Conventional Instruction</topic><topic>Course Evaluation</topic><topic>Gender Differences</topic><topic>Grade Point Average</topic><topic>Hypothesis Testing</topic><topic>Instructional Innovation</topic><topic>Intermode Differences</topic><topic>Lecture Method</topic><topic>Money Management</topic><topic>Number Concepts</topic><topic>Predictor Variables</topic><topic>Web Based Instruction</topic><topic>Withdrawal (Education)</topic><toplevel>online_resources</toplevel><creatorcontrib>Guidry, Krisandra</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Journal of instructional pedagogies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Guidry, Krisandra</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1097079</ericid><atitle>Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation</atitle><jtitle>Journal of instructional pedagogies</jtitle><date>2013-09</date><risdate>2013</risdate><volume>12</volume><issn>1941-3394</issn><abstract>This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. 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| identifier | ISSN: 1941-3394 |
| ispartof | Journal of instructional pedagogies, 2013-09, Vol.12 |
| issn | 1941-3394 |
| language | eng |
| recordid | cdi_eric_primary_EJ1097079 |
| source | ERIC - Full Text Only (Discovery); EZB-FREE-00999 freely available EZB journals |
| subjects | Achievement Gains Age Differences College Students Conventional Instruction Course Evaluation Gender Differences Grade Point Average Hypothesis Testing Instructional Innovation Intermode Differences Lecture Method Money Management Number Concepts Predictor Variables Web Based Instruction Withdrawal (Education) |
| title | Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation |
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