Modalities of Learning and Performance in Ecuadorian University Students
Abstract
The present research performs a comparative analysis of the academic performance of students in a cross-cutting subject homologated in different academic periods and in different study modalities (online, b-learning and face-to-face). The proposed research conforms to the non-experimental model since the incidence of study modalities on the academic performance of students in the subject under study was analyzed. The results obtained from 361 university students between 17 to 25 years of age (males = 54.5 %, females= 45.4 %), in the academic periods 201801-201802-201901 were measured. An ad hoc procedure and descriptive statistical treatment, hypothesis testing with analysis of variance, test of heterogeneity of variances (Welch and Brown-Forsythe); finally a post hoc of multiple comparison were performed. The results show that there are significant differences ( > 0.05) with reference to the study modality and academic performance. Students in the face-to-face and online modality do not show significant differences between grades, but those in the b-learning modality obtain better results.
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