Ashby, Sadera, and McNary use one way ANOVA to study student’s learning in their article from the journal of interactive online learning. The study purposed to compare the student’s performance in the Development Math course in different learning environments. The compared environments used for comparison include face-to-face learning, online and blended learning.
It was appropriate to do the comparison using one way ANOVA since there were more than two groups (three groups) for comparison (Mendenhall, 2019). Ashby, Sadera, and McNary used a quantitative research design in their study. The sample size is 167 students, whose exam scores and demographic data were collected, based on their varied environments of learning. The study tested the hypothesis that the environments of learning do not affect academic performance versus the hypothesis that the environments of learning affect academic performance.
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The authors provided the data and the results of one-way ANOVA, which indicated that a significant difference in the performance of students in the different learning environment. The data included the sizes of the samples for each group, and the participants' demographic data such as age, race, and gender. The dependent variable in the study was the exam scores of the students, while the independent variable was the learning environments, which was a categorical variable. The level of measurement of the exam dependent variable (exam scores) is ration, while that of the independent variable (learning environment) is nominal.
Since the p values obtained were less than 0.05, the findings show statistical significance in the difference in the performance of the groups (Sadera, McNary & Ashby, 2011). Post hoc test showed that the group differences were found in online versus blended and face-to-face versus blended since their corresponding p values were less than 0.05. The Online vs. Face-to-face difference was not significant since the corresponding p-value was 0.135 which is greater than 0.05.
References
Mendenhall, W. (2019). Introduction to probability and statistics . [Place of publication not identified]: Cengage Learning.
Sadera, W., McNary, S., & Ashby, J. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. Journal Of Interactive Online Learning , 10 (3), 128-140. Retrieved from http://www.ncolr.org/jiol
