An investigation into the effects of online teaching and learning on achievement outcomes at the secondary level
In order to make good decisions, education leaders need data-driven information. Little empirical information was available about the effects of online teaching and learning on instruction at the secondary level. The purpose of this study was to answer the two research questions in order to help education leaders decide if online teaching and learning should be a part of their instructional models at the secondary level. Specifically, the study addressed the following two questions: (1) Are there significant differences existing between achievement outcomes on North Carolina mandated end-of-course tests of dual-enrolled students in a traditionally delivered curriculum when compared to achievement outcomes on North Carolina mandated end-of-course tests in the Web Academy delivering the entire curriculum online? (2) Are there significant differences in the effects on achievement outcomes of courses delivered through traditional instruction in the nine Cumberland County, North Carolina secondary schools and the achievement outcomes of courses delivered through the Web Academy? T-tests were used to determine if statistical differences existed between the mean scale scores (achievement outcomes) of all North Carolina Department of Public Instruction mandated end-of-course test outcomes administered to the secondary school students in the nine Cumberland County, North Carolina school system and the mean scale scores of all North Carolina mandated end-of-course test outcomes administered to the dual-enrolled secondary school students enrolled in the Web Academy. The scores for the academic years 1998-1999, 1999-2000 and 2000-2001 were used in the analyses. The end-of-course mean scale scores, which served as the achievement outcomes, were from algebra I, algebra II, earth science, English I, geometry, ELPS (economic, legal and political systems), chemistry, physics, United States history and biology. Further, a review of research on online secondary teaching and learning allowed for the identification of its characteristics and how it can be incorporated into the instructional model of a secondary school or district. The researcher identified the consideration factors and potential benefits that may be received by a school or school district from the utilization or implementation of online secondary teaching and learning.
Secondary education|Educational technology|Curriculum development
Jordan, Alfred Allan, "An investigation into the effects of online teaching and learning on achievement outcomes at the secondary level" (2002). ETD Collection for Fayetteville State University. AAI3345781.