A Comparison of Online and Face-to-Face Achievement in Physical Science
type: CreativeWork
description: ABSTRACT This study provided a descriptive analysis of learning outcomes in both online and face-to-face grades 9-12 physical science courses. Archived data from a single school system were used for a comparative analysis of learning outcomes in high school physical science between students enrolled in online classes and students enrolled in face-to-face classes. The study compared two years of summative assessment scores of two student groups and, overall, found equality between the two learning environments. Online learning outcomes and face-to-face learning outcomes were similar for both school years, 2013-2014 and 2014-2015. The overall comparison between learning environments was further examined to include independent variables. The additional analyses showed some significant differences in the learning outcomes relevant to gender, grade level, and ethnicity. In 2013 and in 2014, white American students significantly outperformed four other ethnic groups, Asian American, African American, Hispanic American, and Multi-Racial Americans, in face-to-face classes. However, in online classes these significant differences in student achievement between white American and the other four ethnic groups were not found. When comparing each of the reported ethnic groups, between online and face-to-face learning outcomes, one ethnic group’s assessment scores were significantly higher in online classes than in face-to-face classes. Hispanic American students in online classes had higher scores compared to Hispanic American students in face-to-face classes. Online learning outcomes also indicated gender equality in student achievement for both school years. The 2013 face-to-face findings indicated that African American female students had lower scores compared to African American male students. Key statistical findings from the comparative analyses were shared with teachers using an online survey. The teacher interpretations of the indicated differences in student achievement…
abstract: ABSTRACT This study provided a descriptive analysis of learning outcomes in both online and face-to-face grades 9-12 physical science courses. Archived data from a single school system were used for a comparative analysis of learning outcomes in high school physical science between students enrolled in online classes and students enrolled in face-to-face classes. The study compared two years of summative assessment scores of two student groups and, overall, found equality between the two learning environments. Online learning outcomes and face-to-face learning outcomes were similar for both school years, 2013-2014 and 2014-2015. The overall comparison between learning environments was further examined to include independent variables. The additional analyses showed some significant differences in the learning outcomes relevant to gender, grade level, and ethnicity. In 2013 and in 2014, white American students significantly outperformed four other ethnic groups, Asian American, African American, Hispanic American, and Multi-Racial Americans, in face-to-face classes. However, in online classes these significant differences in student achievement between white American and the other four ethnic groups were not found. When comparing each of the reported ethnic groups, between online and face-to-face learning outcomes, one ethnic group’s assessment scores were significantly higher in online classes than in face-to-face classes. Hispanic American students in online classes had higher scores compared to Hispanic American students in face-to-face classes. Online learning outcomes also indicated gender equality in student achievement for both school years. The 2013 face-to-face findings indicated that African American female students had lower scores compared to African American male students. Key statistical findings from the comparative analyses were shared with teachers using an online survey. The teacher interpretations of the indicated differences in student achievement…
author: Mozer, Lisa F
keywords: Online Classes, eLearning, Virtual Learning, Cyber Schools, Charter Schools, Media, Sciene Assessments, EOCT, Learning Outcomes, Student Performance, Learning Environments, Computer Skills, Curriculum and Instruction, Education, Educational Assessment, Evaluation, and Research, Online and Distance Education, Physical Sciences and Mathematics, Science and Mathematics Education
date published: 2016-12-01T08:00:00Z
date modified: 2026-07-24T02:43:09Z
provider: Kennesaw State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Kennesaw State University