For this Assignment, you will continue your practice as a critical consumer of research
For this Assignment, you will continue your practice as a critical
consumer of research. You will critically evaluate a scholarly article related to one-way ANOVA testing.
To prepare for this Assignment:
-Use the Course Guide and Assignment Help found in this week’s Learning Resources and search for a quantitative article related to one-way ANOVA testing.For this Assignment:
Write a 2- to 3-page critique of the article you found. In your critique, include responses to the following:
-Why did the authors use this one-way ANOVA test?
-Do you think it’s the most appropriate choice? Why or why not?
-Did the authors display the data?
-Does the results table stand-alone (i.e., are you able to interpret the study from it?) Why or why not?Use proper APA format, citations, and referencing.
Journal of Interactive Online Learningwww.ncolr.org/jiolVolume 10, Number 3, Winter 2011ISSN: 1541-4914128Comparing student success between developmental math coursesoffered online, blended, and face-to-face.Jean AshbyCommunity College of Baltimore CountyWilliam A. Sadera and Scot W. McNaryTowson UniversityAbstractCommunity colleges are increasing their enrollment faster than four-year universities and havealso had the highest growth rate in online learning enrollments in higher education. This increasein community college enrollment and specifically in online and developmental courses, leads to aneed for research with this population; sadly, very little research focuses on online students incommunity colleges. The purpose of this paper is to present a research study which comparedstudent success in a Developmental Math course offered in three different learning environments(online, blended, and face-to-face). Using quantitative instruments, data from 167 participantswas collected including, demographic information, unit test grades and standardized IntermediateAlgebra Competency Exam scores. Results of a one way ANOVA showed that there weresignificant differences between learning environments with the students in the blended courseshaving the least success. Additional analysis was done to address issues of attrition since attritionrates are high for community college students and online students. Data analysis with theattrition adjusted sample showed that the face-to-face students performed most poorly. Thefindings of this study contradict the current research findings of no significant difference insuccess based on learning environment.Over the past 15 years Institutions of Higher Education (IHE), including both communitycolleges and four-year schools, have seen continued increases in enrollment. During the 1990s,four-year colleges saw a growth of 9%, while community colleges experienced 14% growth(ACE, 2004). In the decade following (1999 – 2009), community colleges were projected to havean even greater increase in enrollment growth (22%; NCES – Participation in Education, 2008).Most recently, many community colleges have seen 10 – 20% increases in enrollment (Hoover &Wilson, 2009). Community colleges are increasing their enrollment faster than four-yearuniversities, thereby increasing the percentage of all undergraduates (two-year and four-yearinstitutions) from 41% (ACE, 2004) to 46% (AACC, 2008). However, even though communitycollege student populations are growing faster than four-year schools, the resources and budgetat these institutions, like at many, has not increased. This has led institutions to find alternativeways to meet the needs of their students.
Journal of Interactive Online LearningAshby, Sadera, and McNary129Following in line with growth in higher education over the past decade, there has beengrowth in online learning across all of academia. In one year (2005 – 2006), enrollment in face-to-face courses increased 2% while enrollment in online courses increased 10% (Allen &Seaman, 2007). Students that were taking traditional face-to-face courses in past years aremoving to the online environment. According to a study on online enrollments sponsored by TheSloan Consortium (2007), community colleges have had the highest growth rate in onlinelearning and account for over 54% of all online enrollments in higher education (Allen &Seaman, 2007), but students entering these IHEs are often distinctly different.With their open-door admission policy, community colleges serve a population withdiverse needs and a wide range of skills. In order to prepare this diverse population for college-level courses, community colleges offer non-credit developmental courses in math, reading, andwriting. Seventy nine percent (79%) of students entering community colleges will need thesedevelopmental courses (Jenkins & Boswell, 2002). While the number of students needingdevelopmental coursework continues to grow, research on this population and their success rate,is very limited (Barnett, 2008; Esch, 2009). Moreover, community colleges continue to createonline courses and enroll students in these courses who may or may not be technically andeducationally experienced enough to succeed. Growing community college enrollment,specifically in online and developmental courses, invites the need for research with thispopulation; sadly, very little research focuses on online students in community colleges.Consequently, the purpose of this research was to compare community college student success ina Developmental Math course offered in three different learning environments (Online, Blended,and Face-to-face).While the focus of this research was on student success, the impact attrition has had onthe results of the study are also discussed. The developmental student population begins at anolder age (Burley, Butner, & Cejda, 2001); is juggling work, family, and school (Edgecombe,2011; Rutschow, Richburg-Hayes, Brock, Orr, Cerna, Cullinan, Kerrigan, Jenkins, Gooden, &Martin, 2011); and tends to have multiple learning deficiencies (Burley et al., 2001; Rutschow etal., 2011) as compared to the university student population and these differences impact studentsuccess in distance-based learning environments. Current research findings of no significantdifference in success based on learning environment are commonplace (Chernish, DeFranco,Lindner, & Dooley, 2005; Dutton, Dutton, & Perry, 2002; Frederickson, Reed, & Clifford, 2005;Herman & Banister, 2007; Hodge-Hardin, 1997; Kromrey & Purdom, 1995; Neuhauser, 2002;Sauers& Walker, 2004; Scheetz& Gunter, 2004), but again this research used a traditionalstudent population. Two-year college students have attrition rates over 67% (Mohammadi, 1994;Rendon, 1995) during the first year. The rate rises to over 80% after two years (Mohammadi,1994). The increase in attrition rates has been attributed to lower high school GPAs and toethnicity (Feldman, 1993; Murtaugh, Burns, & Schuster, 1999). These characteristics arecommon in the developmental population at community colleges. By offering developmentalcourses in distance learning environments, the challenges inherently increase. Students takingdistance education courses have a 10 – 20% increase in attrition rate over their face-to-faceclassmates (Angelino, Williams, & Natvig, 2007). Recent research has shown that the learningenvironment does have an effect on developmental students’ completion rates (Zavarella &Ignash, 2010). The challenges that developmental students face cause many to drop out ofcollege. Further, adding the options of online and blended courses only increases thesechallenges. Research must be conducted to ensure that we are providing learning opportunitiesand environments that support the success of students enrolled in these classes.
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