CCE Theses and Dissertations


A Comparative Study of Hispanic Students' Achievement in Traditional In-class courses and Internet-based Courses

Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


Graduate School of Computer and Information Sciences


Steven R. Terrell

Committee Member

Getrude W. Abramson

Committee Member

Isidoro Couvertier


This paper compared and evaluated different distance education models to determine if there was a significant impact on (1) student achievement and (2) level of satisfaction with the education experience in an Embry-Riddle Aeronautical University (ERAU) statistics course. In addition, it investigated if there were statistically and academically significant relationships between these factors and student-student and student-instructor interaction. The comparison addressed the following delivery system categories: traditional classroom instruction, independent learning, and open learning/online instruction. The study involved the achievement levels of three groups of college-level students enrolled in courses in statistics at the Embry-Riddle Aeronautical University, Daytona Beach, Florida. The population consisted of 85 students overall. The purpose of this study was threefold: (1) to determine if student's perceived needs are being met, (2) to identify a delivery system that will accelerate attainment of skills in statistics required for further educational and occupational achievement, and (3) to provide performance data to be used in continually improving distance education programs.

To determine whether there were differences among groups on individual survey items, a survey and questionnaire was administered to students enrolled in the courses. To test the research hypothesis, collected data were statistically treated and analyzed by means of an analysis of variance that was conducted on the data for each item. The established level of significance for all tests was .05. The results of this study indicate a significant difference between achievement scores based on delivery method used. Achievement scores were significantly lower for students who took statistics in the traditional classroom and the independent study environment when compare to student in the open learning/online environment. The data yielded evidence of a statistically significant difference between levels of student satisfaction with the three delivery systems. The delivery method used to teach statistics did impact student satisfaction with the course design, content, and delivery. Study findings suggest that there were no statistically significant differences in students' perception of degree of interaction with delivery methods used. Neither performance nor student's perception of the course were significantly affected by gender or age.

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