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A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University./
Author:	Bryant, Jearline A.
Description:	1 online resource (96 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355922202

A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University.
Bryant, Jearline A.

A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University. - 1 online resource (96 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Mississippi State University, 2018.

Includes bibliographical references

The purpose of this study was to determine factors that impact the final grades of full admission and developmental students who were enrolled in selected 22 undergraduate business courses during the fall 2015 and spring 2016 semesters. Also, this study examined the interaction of students' ethnicity, gender, age, and classification on their final course grades in selected business courses at a rural public HBCU.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355922202Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University.
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245 1 2 $a A Comparative Study of Full-admission and Developmental Undergraduate Students' Performance in Online and Face-to-face Business Courses at a Historically Black College and University.
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300 $a 1 online resource (96 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Linda F. Cornelious.
502 $a Thesis (Ph.D.)--Mississippi State University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine factors that impact the final grades of full admission and developmental students who were enrolled in selected 22 undergraduate business courses during the fall 2015 and spring 2016 semesters. Also, this study examined the interaction of students' ethnicity, gender, age, and classification on their final course grades in selected business courses at a rural public HBCU.
520 $a The research design for this study was causal-comparative research. A 2X2 and a 2X4 factorial ANOVA was used to determine whether there was a main effect on students' final grades considering each independent variable. Out of a population of 393 students enrolled, 320 students participated in this study.
520 $a After the data were collected and analyzed, the researcher determined that there was a statistically significant relationship between student's final grade and course delivery, ethnicity, and classification. There was no statistically significant interaction on student's final grades between course delivery and student admission status, gender, age, ethnicity, and classification. Conclusion and recommendations based on the findings in this study indicated that students attending the rural public HBCU and enrolled in business courses that offered the same courses in both face-to-face and online formats performed better in face-to-face courses than in the online courses.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a Mississippi State University. $b Instructional Systems, Leadership, and Workforce Development. $3 1180951
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10791552 $z click for full text (PQDT)