Abstract
Demand for online learning has increased in recent years due to the convenience of class delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. MANCOVA tests were performed to analyze the data while controlling age and gender to uncover significant differences between the two groups. The sample and population for this study were predominantly Hispanic students.
Motivation and Technology were non-significant, but satisfaction was proven to be significant. In face-to-face courses, females were more satisfied than males. While in online courses, males were more satisfied than females. There was an interaction effect between the methods of instruction and the grade levels of A, B, C, D, and F/W on the dependent variables; Motivation, Technology, and Satisfaction.
Recommended Citation
Jamal Amro, Hanan; Mundy, Marie-Anne; and Kupczynski, Lori
(2018)
"The Effects of Motivation, Technology and Satisfaction on Student Achievement in Face-to-Face and Online College Algebra Classes,"
TxDLA Journal of Digital Learning: Vol. 2, Article 1.
Available at:
https://scholarworks.sfasu.edu/txdla_jdl/vol2/iss1/1
Included in
Algebra Commons, Educational Methods Commons, Higher Education Commons, Online and Distance Education Commons, Science and Mathematics Education Commons
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