Why did the authors use this one-way ANOVA test?, statistics homework help

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Mathematics

Description

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.

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Explanation & Answer

Please find the answer to critique of an article along with attached article.

Journal of Interactive Online Learning
www.ncolr.org/jiol

Volume 10, Number 3, Winter 2011
ISSN: 1541-4914

Comparing student success between developmental math courses
offered online, blended, and face-to-face.

Jean Ashby
Community College of Baltimore County
William A. Sadera and Scot W. McNary
Towson University
Abstract
Community colleges are increasing their enrollment faster than four-year universities and have
also had the highest growth rate in online learning enrollments in higher education. This increase
in community college enrollment and specifically in online and developmental courses, leads to a
need for research with this population; sadly, very little research focuses on online students in
community colleges. The purpose of this paper is to present a research study which compared
student success in a Developmental Math course offered in three different learning environments
(online, blended, and face-to-face). Using quantitative instruments, data from 167 participants
was collected including, demographic information, unit test grades and standardized Intermediate
Algebra Competency Exam scores. Results of a one way ANOVA showed that there were
significant differences between learning environments with the students in the blended courses
having the least success. Additional analysis was done to address issues of attrition since attrition
rates are high for community college students and online students. Data analysis with the
attrition adjusted sample showed that the face-to-face students performed most poorly. The
findings of this study contradict the current research findings of no significant difference in
success based on learning environment.

Over the past 15 years Institutions of Higher Education (IHE), including both community
colleges 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 have
an 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-year
universities, thereby increasing the percentage of all undergraduates (two-year and four-year
institutions) from 41% (ACE, 2004) to 46% (AACC, 2008). However, even though community
college student populations are growing faster than four-year schools, the resources and budget
at these institutions, like at many, has not increased. This has led institutions to find alternative
ways to meet the needs of their students.

128

Journal of Interactive Online Learning

Ashby, Sadera, and McNary

Following in line with growth in higher education over the past decade, there has been
growth in online learning across all of academia. In one year (2005 – 2006), enrollment in faceto-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 are
moving to the online environment. According to a study on online enrollments sponsored by The
Sloan Consortium (2007), community colleges have had the highest growth rate in online
learning 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 with
diverse needs and a wide range of skills. In order to prepare this diverse population for collegelevel courses, community colleges offer non-credit developmental courses in math, reading, and
writing. Seventy nine percent (79%) of students entering community colleges will need these
developmental courses (Jenkins & Boswell, 2002). While the number of students needing
developmental coursework continues to grow, research on this population and their success rate,
is very limited (Barnett, 2008; Esch, 2009). Moreover, community colleges continue to create
online courses and enroll students in these courses who may or may not be technically and
educationally experienced enough to succeed. Growing community college enrollment,
specifically in online and developmental courses, invites the need for research with this
population; sadly, very little research focuses on online students in community colleges.
Consequently, the purpose of this research was to compare community college student success in
a 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 on
the results of the study are also discussed. The developmental student population begins at an
older 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 et
al., 2011) as compared to the university student population and these differences impact student
success in distance-based learning environments. Current research findings of no significant
difference 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 traditional
student 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 to
ethnicity (Feldman, 1993; Murtaugh, Burns, & Schuster, 1999). These characteristics are
common in the developmental population at community colleges. By offering developmental
courses in distance learning environments, the challenges inherently increase. Students taking
distance education courses have a 10 – 20% increase in attrition rate over their face-to-face
classmates (Angelino, Williams, & Natvig, 2007). Recent research has shown that the learning
environment does have an effect on developmental students’ completion rates (Zavarella &
Ignash, 2010). The challenges that developmental students face cause many to drop out of
college. Further, adding the options of online and blended courses only increases these
challenges. Research must be conducted to ensure that we are providing learning opportunities
and environments that support the success of students enrolled in these classes.
129

Journal of Interactive Online Learning

Ashby, Sadera, and McNary

Research Setting
Following a pilot in the spring semester, the research took place during the summer and
fall semesters of an Intermediate Algebra course at a large Mid-Atlantic Community College
offered in three different learning environments (Online, Blended, and Face-to-face). The
Intermediate Algebra course is the third in a series of three developmental math courses offered
at the institution. Success in this course (grade of 70% or higher) means that a student has the
necessary pre-requisite knowledge to register for college-...


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