The Internet has changed the delivery of instruction adding a new way to offer distance education courses. In order to ascertain the learning effectiveness of on-line courses, this study was intended to assess the fulfillment of the purpose of Internet-based education, such as academic achievement. The purpose of the study was to examine MBA students' academic achievement and learning styles preferences, comparing on-line and on-campus graduate business courses. MBA students were selected for this study from the School of Business Administration of Universidad del Turabo (UT) (Turabo University) in Caguas, Puerto Rico. Due to the innovative program in UT, the students were selected in order to compare, at least in this case study, whether there is any difference between on-line and on-campus students' academic achievement.
To facilitate the collection of data to measure the hypotheses, various means were administered to 24 students from the Graduate School of Business of Universidad del Turabo (Turabo University), such as a posttest for the course, final grades, an instrument designed to measure student perception of learning gains, and Kolb's Learning Styles Inventory. The independent variables—instructional delivery methods—were: on-line delivery mode (courses offered via the Internet) and on-campus (face-to-face) delivery mode. The dependent variables—students' academic achievements and learning styles—included: a posttest, final grades (A, B, C, D, F), students learning perceptions, and students learning styles (Diverging, Assimilating, Converging, and Accommodating).
The research findings illustrated no statistically significant differences in MBA students' learning achievements [as measured by grades scales from 4.0 to 0.0] (posttest Sig. value of .557; final grades Sig. value of .232) using the t-test technique. The results also showed no statistically significant differences in MBA students' perceptions of their learning achievements [as measured by average of Student Assessment of Learning Gains Instrument] (Sig. value of .054) using the t-test technique. Finally, a t-test was also conducted to study whether any differences existed in students' learning styles preferences [as measured by the learning styles codes] between on-line and on-campus courses. The results showed no statistically significant differences between individual learning style preferences in the on-line versus on-campus instructional delivery methods (Sig. value of .409).
|Advisor:||Theodore, John D.|
|School Location:||United States -- Florida|
|Source:||DAI-A 70/11, Dissertation Abstracts International|
|Subjects:||Management, Web Studies, Business education, Educational technology, Business and Secretarial Schools|
|Keywords:||Academic achievement, Ana G. Mendez University System, Cyberstudents, MBA, Online students, Online students in PR, Online students vs. on-campus students, Puerto Rico, Students' academic achievement, Universidad del Turabo|
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