An investigation of the relationship between a computer-based method and academic performance.
The purpose of this quantitative study was to investigate the relationship between a computer-based learning (CBL) method and academic performance, controlling for independent, non-academic and academic confounding, variables of high school GPA, college GPA, marital status, number of dependents, age...
| Publicado en: | Investigation of the Relationship Between a Computer-based Method & Academic Performance pp. 143 p - 144 |
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| Autor principal: | |
| Formato: | research Doctoral Dissertation |
| Publicado: |
University of Phoenix
2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109763134&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109763134 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: isbn: 9781321131659 dissinfo: disstl: An investigation of the relationship between a computer-based method and academic performance. dissinst: University of Phoenix jinfo: jid: IHCW jtl: Investigation of the Relationship Between a Computer-based Method & Academic Performance maglogo: N pubinfo: dt: 2014 pub: University of Phoenix artinfo: ui: 109763134 109763134 2012782673 UMI Order AAI3583313 109763134 ppf: 143 p ppct: 1 formats: tig: atl: An investigation of the relationship between a computer-based method and academic performance. aug: au: Stayner, Mindy L sug: subj: Academic Performance Computer-Assisted Instruction Education, Non-Traditional Education, Nursing, Practical Learning Methods Descriptive Statistics Female Human Male P-Value Pearson's Correlation Coefficient Quantitative Studies Regression Students, Nursing, Practical Female Male ab: The purpose of this quantitative study was to investigate the relationship between a computer-based learning (CBL) method and academic performance, controlling for independent, non-academic and academic confounding, variables of high school GPA, college GPA, marital status, number of dependents, age, gender, race, level of education, and semester enrolled. Academic performance was measured by examining the six classroom test score averages among two cohorts. One cohort received face-to-face (F2F) traditional classroom teaching methods and the other received F2F plus a computer-based learning (F2F+CBL) method. The research study sample included 170 non-traditional practical nursing (PN) students who completed the Essentials course during the spring 2009 through the fall 2012 semester terms. A block stepwise regression analysis was used to predict relationships among the dependent variable, test score averages, and the independent variables. A Pearson's correlation coefficient displayed no correlation between the CBL method and academic performance (r = .003, p = .382) and insufficient evidence to reject the main null hypothesis; however, college GPA was found to have a high correlation to academic performance (r = .501, p = .000) The results indicated that the CBL method did not influence academic performance in classroom tests, but college GPA strongly correlated to test score averages. pubtype: Dissertation doctype: research Doctoral Dissertation ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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