Abstract / Synopsis

This study investigates student success in an online introductory statistics class. We examine the impact of several variables: amount of time that a student watches instructor-made videos (IMV), the nature of communication between the student and the instructor, and the amount of time spent on completing the online assignments and exams on student grades in an introductory level online statistics course. Findings suggest that IMVs of short dur ation, the subject- related communication between the student and the instructor, and homework completion time have significant association with student performance. Though the average time spent on online exams does not show a statistical association with student grades, the results indicate that the students who complete the exam between two-to-four hours perform better than the students who spend less than two hours or more than four hours to complete the exam.



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Indika P Wickramasinghe

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