Abstract

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.

Citation

Bosworth, D.S. Online enrollment and student achievement: A treatment effects model. Master's thesis, Utah State University. Retrieved January 21, 2020 from https://www.learntechlib.org/p/119595/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Achievement
• General Economics
• Technology of Education