ANOVA I

Journal of Interactive Online Learning Volume 10, Number 3, Winter 2011

www.ncolr.org/jiol ISSN: 1541-4914

Comparing student success between developmental math courses

offered online, blended, and face-to-face.

Jean Ashby

Community College of Baltimore County

William A. Sadera and Scot W. McNary

Towson University

Abstract
Community colleges are increasing their enrollment faster than four-year universities and
have also had the highest growth rate in online learning enrollments in higher education.
This increase in community college enrollment and specifically in online and
developmental courses, leads to a need for research with this population; sadly, very little
research focuses on online students in community colleges. The purpose of this paper is to
present a research study which compared student success in a Developmental Math course
offered in three different learning environments (online, blended, and face-to-face). Using
quantitative instruments, data from 167 participants was collected including, demographic
information, unit test grades and standardized Intermediate Algebra Competency Exam
scores. Results of a one way ANOVA showed that there were significant differences
between learning environments with the students in the blended courses having the least
success. Additional analysis was done to address issues of attrition since attrition rates are
high for community college students and online students. Data analysis with the attrition
adjusted sample showed that the face-to-face students performed most poorly. The
findings of this study contradict the current research findings of no significant difference in
success based on learning environment.

Simple Regression Analysis

International Education Journal, 2006, 7(5), 632-641.

ISSN 1443-1475 © 2006 Shannon Research Press.
http://iej.com.au 632

Using regression analysis to establish the relationship between home environment and
reading achievement: A case of Zimbabwe

Gibbs Y. Kanyongo

School of Education, Duquesne University kanyongog@duq.edu

Janine Certo

School of Education, Duquesne University certoj@duq.edu

Brown I. Launcelot

School of Education, Duquesne University brownli@duq.edu

ABSTRACT
 In this study, we report results of a study examining the relationship between
home environment factors and reading achievement in Zimbabwe. The study
utilised data collected by the Southern and Eastern Africa Consortium for
Monitoring Educational Quality (SACMEQ). The data were submitted to linear
regression analysis through structural equation modelling using AMOS 4.0. In
our results, we showed that a proxy for SES was the strongest predictor of
reading achievement.

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