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Universities are offering a greater number of courses over the Internet in a synchronous mode of instruction, utilizing headsets and webcams along with traditional classroom and online instruction (Foreman & Jenkins, 2005). In light of this continuing shift, this student replicates Dunn's (2013) earlier work, at least in concept, by examining the relationship between learning mode and student performance through analysis of approximately 20,000 student grades.

Embry-Riddle student course grades will be mined from the Campus Solutions database through the ERNIE Dashboard Portal. Data in the form of end of course grades (n=approximately 20,000) for the academic year 2015-2016 will be examined to test the hypotheses. No individual student identification will be obtained, used or reported in this study. Atypical grades including withdraws, incompletes or individual tutorials, will be excluded from the analysis. The researchers plan to use Chi Square tests at the appropriate degrees of freedom (α=.05) to evaluate the data (Gay, Mills, & Airasian, 2006). Four tests will be run for each course discipline (Economics, English, Humanities and Mathematics). The first two tests will evaluate the hypothesis regarding equivalency of failures for all modes of instruction. The first statistical test will compare the number of students who passed versus the number who failed for all modes (EV Home, EV Classroom, On-line and Classroom) of learning. A second statistical test will be conducted comparing just two modes at a time using a 2X2 contingency table to determine if modes and grades are related. Additional tests will be run to evaluate the hypothesis regarding equivalent grade distribution across the learning modes for each discipline. The third test will compare all the modes for each discipline to determine if learning mode and grades are related. The fourth test will allow researchers to compare two modes at a time using a 2X2 contingency table to determine if modes and grades are related.

References

Dunn, L. (2013). A study to compare and contrast student grades and satisfaction levels of traditional classroom and distance learning environments at ²ÝÝ®ÊÓƵ Worldwide Campus. (Unpublished master's degree Graduate Capstone Project). ²ÝÝ®ÊÓƵ, Worldwide Campus, Daytona Beach, FL.

Foreman, J., & Jenkins, R. (20015). Full-featured web conferencing systems. Innovate 1 (4) Retrieved from https://courseware.e-education.psu.edu/resources/Article_FullFeaturedWebConferencingSystems.pdf

Gay, L. R., Mills, G. E., & Airasian, P. W. (2006). Educational Research: Competencies for analysis and applications. (8th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Griffith, J. C., Roberts, D. L., & Schultz, M. C. (2014). Relationship between grades and modes of learning. The Journal of American Business Review, Cambridge, 3(1), 81-88.