Abstract:

This current comparative study (Part II) on blended face-to-face and online hybrid teaching methods is the continuation of a previous study, which was based on two years data only from fall 2010 to summer 2011 semesters (Sertsu and Chacon, 2012). In this study, pass (A, B, C) and fail (D, F) grade-outcomes are compared for non-science major students enrolled in two physical science (earth science and physical science) courses at Bowie State University, MD, USA. For this study, students’ grade performance data from fall 2010 to summer 2016 are summarized and additional parameter on students’ professional major is considered. The courses under the two teaching methods are offered with the same content: all course lecture materials and assessments posted online through Blackboard/ANGEL learning management systems, with the face-to-face method modified to blended face-to-face, because even tests and exams were also given online. Students enrolled under both teaching methods had to attend lab experiments in presence, the main difference being that those enrolled in the blended face-to-face courses also attend three 50 minutes lecture classes in a week. Courses are offered in all semesters and the enrollment capacity of blended face-to-face is a maximum of 30, while that of online hybrid classes is 70. The overall assessment of data from all semesters of the last seven years for pass and fail proportion of students indicated statistically significant difference between the two teaching methods, where the blended face-to-face excels. No significant difference was observed between teaching methods in the previous, part I, of this study (Sertsu and Chacon, 2012). When the two courses assessed separately, however, significant difference between the teaching methods was observed only for earth science course, where blended face-to-face is better than online hybrid. Comparison based on four professional majors (arts & sciences, business, professional studies, and education) showed significant different between the two teaching methods for education majors enrolled in physical science course and the two courses combined, where blended face-to-face excels the online hybrid. No significant difference observed for the other three majors, as well as for all majors under earth science course. Comparison by gender, for both courses combined, showed a significant difference between the teaching methods, blended face-to-face excelling online hybrid, again for both genders. On the overall, students showed better grade performance under blended face–to-face than under online hybrid method. In this study, students under blended face-to-face teaching method received same treatment as the hybrid online, plus a three hours classroom lecture per week. Considering this extra advantage received, it is evident that students under blended face-to-face method had a better chance of excelling in grade performance than the online hybrid courses.