E-Learning Effectiveness in a Quantitative Course

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" A quasi-experiment was undertaken using a split convenience group in the same four online quantitative method courses (n=104) but the question assignment to test and control groups was completely random; all factors were identical, including materials, instructor, assessment _ except problem type. The control group used text book theoretical questions while the test group used industry-enhanced problems (and likewise for all exams). Prior ability and other demographic factors were eliminated as a group discriminator. The amount of student problem solving attempts was captured as substantive postings (interaction counts) in the discussion forum (for all courses and both control as well as test groups). Correlation, ANOVA (F-tests, t-tests), post-hoc analysis and MANCOVA were used to test the hypothesis that using industry- related problems in discussion and exams leads to higher scores. The results clearly supported this hypothesis. The mean scores of the test group (industry- related problems) were significantly higher (t=3.57 [DF=102], p=0.0006), with the test group achieving higher academic performance The results clearly supported this hypothesis. The mean scores of the test group (industry- related problems) were significantly higher (t=3.57 [DF=102], p=0.0006), with the test group achieving higher academic performance." (p. 66)

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