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Journal of Instructional Pedagogies, v12 Sep 2013

This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a financial management class at a medium sized state university. Students had the option upon registration to choose the lecture presentation or the web-based version of the course. Examination of the significant variables presents only one common predictor of student performance--semester GPA prior to enrolling in the course. Otherwise, different predictors are significant, dependent upon the method of presentation. Furthermore, students in the lecture class performed better than those enrolled in the web version.

Descriptors: Predictor Variables, Conventional Instruction, Web Based Instruction, Lecture Method, Number Concepts, Money Management, Grade Point Average, Course Evaluation, Hypothesis Testing, Gender Differences, Age Differences, Withdrawal (Education), Intermode Differences, Achievement Gains, Instructional Innovation, College Students

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Autor: Guidry, Krisandra

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=883&id=EJ1097079



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