Internet Learning Volume 6, Number 2, Fall 2017/Winter 2018 | Page 24

The Effect of Term Length on Student Achievement in Online College Algebra
This study sought to determine if
students who complete a 16-week online
college algebra course have different
levels of achievement than students
who complete an equivalent 8-week
online college algebra course. Final
exam scores from students taking college
algebra at a large online university
were analyzed to compare achievement
levels as they relate to term length. Descriptive
statistics were generated, and
a Mann–Whitney U-test was used to
compare the final exam scores for the
two groups.
For many undergraduate degree
programs, three credit hours in
mathematics are required for graduation,
yet students often struggle to
meet this prerequisite. It is not uncommon
for students to wait until the end
of their degree program to complete
the mathematics requirements. Mathematics
can become the gateway to
graduation; therefore, is important to
determine how best to meet students’
needs. If there is a significant difference
in achievement levels by term length,
then further research can be conducted
to identify other factors that impact
achievement and proactively help students
determine the best path toward
success.
Literature Review
It stands to reason that an understanding
of mathematics stems
from sufficient time to learn the
material and opportunities for practice,
among other factors (Vilardi & Rice,
2014). In the case of mathematics that
is learned online, there is an extra layer
of consideration, such as strong time
management skills (Bonk, Lee, Kou,
Xu, & Sheu, 2015). In addition, Mensch
(2013, 2015) notes the important role
of student learning style in the online
classroom and recommends that developers
of online mathematics classes
incorporate content that supports multiple
learning styles. It should be noted,
however, that some researchers disagree
with the effectiveness of instruction
that is based on learning styles. In a
review of multiple such studies, Cuevas
(2015) found that learning styles-based
instruction is commonly used in practice,
but does not offer specific benefits
to student learning.
Research in the area of student
achievement in the online mathematics
class is plentiful, albeit contradictory.
In a study of mathematics students,
Kavitha and Sundharavadivel (2012)
found that the students who were taught
via online methods scored higher on an
achievement post-test than the students
who were taught under a traditional
classroom model. Dissimilarly, Vilardi
and Rice (2014) determined that online
mathematics students had significantly
lower achievement scores (as measured
by final course grades) than students in
a face-to-face setting. Furthermore, students
in the face-to-face classroom had
a significantly higher proportion of A
grades as compared to the significantly
higher proportion of F grades in the online
classroom (Vilardi & Rice, 2014).
In addition to the course delivery
format, other factors affect student
achievement in mathematics. Kim,
Park, and Cozart (2014) identified stu-
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