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Course Access Frequencies and Student Grades
PROCEEDINGS

, , Dakota State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report on the findings from a study that examines student tracking data in relation to student academic performances. Descriptive and inferential statistic analysis methods were used to determine the correlations between student course access frequencies and student grades. The study also examines course access and grade differences between female and male students, and between on-campus and online course sections. The findings are mixed. Significant correlations are found in some cases, but not in others. The strengths of associations are generally weak to moderate. New questions are raised and hypotheses are suggested for further exploration and study.

Citation

Wang, H. & Shao, M. (2007). Course Access Frequencies and Student Grades. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 525-532). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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