Date
4-2019
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Nathan Putney
Keywords
Hybrid Course, Blended Course, Emporium Model, Introductory Statistics, Hybrid, CAOS
Disciplines
Education | Higher Education | Online and Distance Education
Recommended Citation
McGowan, Gail Moore, "A Correlational Study on Components of Hybrid Course Delivery and Student Success in Introductory Statistics" (2019). Doctoral Dissertations and Projects. 2057.
https://digitalcommons.liberty.edu/doctoral/2057
Abstract
Hybrid course delivery has become a popular course design in general education large enrollment courses. While the benefits of hybrid course design are detailed in many studies, little research has been conducted on the contribution specific components make toward student success. In this quantitative research study, a correlational design with a multiple regression technique was used to examine the relationship between average weekly quiz grade, number of weekly quiz attempts, weekly lab attendance, weekly time spent in class with the professor and student conceptual understanding in the introductory statistics course. This research study was conducted at a private university located in the eastern United States with 15,000 residential students. The sample was taken from twelve sections of an introductory general education statistics class. This research study found that the average weekly quiz grade had a significant positive correlation with conceptual understanding in an introductory statistics class. The multiple regression analysis indicated that the average weekly quiz grade was the only independent variable to make a statistically significant contribution to the prediction of the CAOS score. Further research on the specific components of hybrid course delivery could add to the core knowledge about the hybrid course format and help future course redesigns maximize student conceptual understanding as well as identify students in need of remediation.
