A Comparative Study of Hispanic Students’ Achievement in Traditional In-class Courses and Internet-based Courses
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Toral, P. (2004). A Comparative Study of Hispanic Students’ Achievement in Traditional In-class Courses and Internet-based Courses. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1528-1535). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13701.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
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Abstract
Numerous questions arise concerning quality and comparability of traditional in-class courses versus online courses. Although studies performed with Anglo-American students have determined that there are no significant differences in student achievement when both instructional methodologies are compared, research dealing with online learning and Hispanics is almost non-existent. This study compared the academic achievement of Hispanic students taking courses in the traditional in-class methodology with a group of Hispanic students taking courses in an online environment. The study also explored if there were differences in academic achievement based on gender, cognitive style, and type of locus of control, as well as if there were any interactions between these variables that could affect student achievement. It also examined if there were any correlations between cognitive style scores and academic achievement, and between locus of control scores and academic achievement.
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