Online enrollment and student achievement: A treatment effects model
D. Scott Bosworth, Utah State University, United States
Utah State University . Awarded
This study examines the effect on student achievement of online attendance in a principles of macroeconomics course. Previous studies have indicated that there is no significant difference in student achievement resulting from online versus traditional lecture-based attendance. A treatment effects model was used to test the hypothesis of "no significant difference" across course format. This model controls for selection bias in testing whether student learning outcomes are different across course formats with endogenous enrollment choice. Results are presented indicating that online students generally outperfonned their traditional counterparts after controlling for differences in student type.
Bosworth, D.S. Online enrollment and student achievement: A treatment effects model. Master's thesis, Utah State University.
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