Abstract
Presently, schools are changing from a face-to-face (F2F) teaching mode to an online or virtual mode of teaching. Research has shown the two instruction modes to affect students' success positively. However, studies investigating the interaction effects of students' factors that could enhance the effectiveness of the two modes of instruction are limited. This study examines how age, socioeconomic status (SES), and course of study affect how well students do in both face-to-face and online settings.
The study employed an ex post facto design. Students' assessment results and demographic data were utilized to collect data for the study. The sample comprised 620 undergraduate students in their third year of college taking a science, technology, engineering, and math (STEM) education course.
Data analysis using percentages, paired sample t-tests, and Analysis of Variance (ANOVA) showed that students' grade point average (GPA) ranked better in the F2F mode of instruction than in the online classroom. Also, there was an interaction effect of age, SES, and course of study on students' performance in the two modes of instruction. This paper discusses factors that can help students succeed in school, both online and in-person, so that instructors can assist students more effectively.
Recommended Citation
Adebusuyi, Olubusayo Foluso Dr. and Badru, Ademola K. Dr
(2022)
"Interaction Effects of Undergraduate Students' Factors and Two Instruction Modalities on Academic Performance in a STEM Course,"
Essays in Education: Vol. 28:
Iss.
2, Article 3.
Available at:
https://openriver.winona.edu/eie/vol28/iss2/3
