Abstract:
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The performance of students in blended and traditional versions of an introductory statistics course is compared within the context of the students' prior academic achievement. The blended version of the course uses flipped and flexible instructional modes, where lectures are only available online, class periods are used for complimentary learning activities, and there is no punitive attendance policy. We find significant differences in student performance between the blended and traditional versions within two of three zones of grade point averages. At low grade point averages, performance is higher in the traditional version of the course. At high grade point averages, performance is higher in the blended version. No significant difference is detected in the middle zone of grade point averages. Additionally, empirical models of student performance are prepared for the blended and traditional versions of the course. Partial effects from grade point average and other predictor variables upon student performance in the blended version are significantly different from the partial effects of those same variables upon student performance in the traditional version.
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