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- Title
A comparison of HBCU students' academic performance and perceptions of course modalities: Face-to-face vs. hybrid vs. online.
- Authors
Johnson, Leona M.; Tani, Novell E.; Robertson, Jermaine T.
- Abstract
This study examined students' perceptions of learning based on course modalities. Two hundred-two (202) students at a Historically Black College and University (HBCU) in the southwestern region of the United States participated in the study. The results confirmed the following: Course format proved to be positively associated with expected course outcomes (r = .34, p< .01). Mean comparisons using ANOVA models revealed significant differences in grade expectations between students in the online (M = 84.05, SD = 10.31), hybrid (M = 79.76, SD = 9.21), and face-to-face (M = 89.49, SD = 8.17), courses; F(2,199)= 23.99, p < .001. Students proved to hold higher amounts of negative course perceptions for online (M = 23.4, SD = 9.68) and hybrid courses (M = 23.04, SD = 9.94) in comparison to face-to-face courses (M = 14.84, SD = 9.62; F(2,199) = 17.01; p <.001).Course format proved to be a significant predictor of negative course perceptions (F(1,200) = 28.71, p < .001). These findings yield important implications for instructional and institutional consideration.
- Subjects
SOUTHWESTERN United States; HISTORICALLY Black colleges &; universities; COLLEGE student attitudes; CURRICULUM; LEARNING
- Publication
National Social Science Journal, 2022, Vol 59, Issue 1, p1
- ISSN
2154-1736
- Publication type
Article