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Submitted
Nov 3, 2018
Published
Sep 30, 2015
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Abstract

This was the second phase in a research project designed to compare student achievement in online and face-to-face classes. The aim of this phase was to determine if online and face-to-face students demonstrate different levels of knowledge in six distinct subject areas. For each of the six areas the means for 10 sections of students, collected over a five-year period, were plotted to visually review the results. Following the visual check, a two-sample t-test between proportions, assuming unequal variances, was performed to determine whether there was a significant difference between the samples with respect to the level of assessment scores earned. There was not a significant difference in the means of the online and face-to-face students. However two subjects warrant additional research: first is production where there was a significant difference at the .10 critical alpha level (p=0.085) and second is finance where the means were close to being significant at the .10 critical alpha level (p=0.104).

Keywords

Online Education Higher Education Capstone

Article Details

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Author Biographies

John Girard, Middle Georgia State College

Peyton Anderson Endowed Chair in Information Technology Professor of Information Technology

Tina Ashford, Middle Georgia State College

Associate Professor of Information Technology

Pedro Colón, Middle Georgia State College

Lecturer of Information Technology
How to Cite
Girard, J., Ashford, T., & Colón, P. (2015). Measuring Learner’s Subject Specific Knowledge. Journal of E-Learning and Knowledge Society, 11(3). https://doi.org/10.20368/1971-8829/991