Internet Learning Volume 7, Number 1 • 2018/2019 | Page 11

Internet Learning Journal
mance. We first examined assessments
that required a high degree of reading
comprehension: discussion forums and
quizzes. We found no significant relationship
between course material type
and discussion forum performance
(F 1,480
=0.168, p=0.68; Table 1) or quiz
performance (F 1,480
=1.21, p=0.27; Table
1). We next examined assessments that
required a medium or neutral degree of
reading comprehension, assignments.
Assignments in this course were largely
applied, interpretive, and experiential.
We found no significant relationship
between course material type and assignment
performance (F 1, 480
=0.01,
p=0.94, Table 1).
Table 1. Table of raw ANOVA results for how course materials type relates to student success
rates on assessments, final grade, and percentage of gradebook completed
To examine overall student performance
and course material type, we
also analyzed final grades and percentage
of course completed by the student.
We found no significant relationship
between final grade and course material
type (F 1, 480
=0.23, p=0.63, Table 1). We
found a nonsignificant trend between
course material type and percentage of
course completed (F 1, 480
=3.67, p=0.06,
Table 1, Figure 1). Students with physical
course materials tended to complete
more of the course than students with
electronic course materials. For students
with the electronic course materials,
students ranged from 2% to 100%
in completing the course requirements.
For students with the physical course
materials, students ranged from 5% to
100% in completing the course requirements
(Figure 1). This could be an effect
of the sample size for each category and
merits further investigation in future
studies; 355 students received electronic
course materials and 127 students received
physical course materials.
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