Online versus Face-to-Face Instruction: Analysis of Gender and Course Format in Undergraduate Business Statistics Courses

Abstract

With the dramatic increase of online business degree programs, the question of the effectiveness of online courses has been front and center. Do these once primarily face-to-face courses successfully transfer to online-only formats without losing student productivity? Do the new formats still reach students, and is it reflected in final grades? Research was focused on evaluating the efficacy, measured by student performance, of undergraduate business statistics courses taught online classes, as compared to traditional, face-to-face classes and web- enhanced courses. Are there differences in how male and female students perform in both class formats?

Performance in the classroom is traditionally measured by the grades, namely the final grade. This study looked at the impact of online learning facilities in a course with traditionally difficult content for undergraduates with regard to gender. Results found that students overall performed better in face-to-face business statistics courses than in online. When gender was analyzed, the final grade for female students were significantly decreased from face-to-face to online courses, as compared to male students, whose grades were not significantly different in the two course formats.