Date of Graduation

12-2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Farah, Mounir A.

Committee Member

Murphy, Cheryl A.

Second Committee Member

Besonen, Philip

Third Committee Member

Denny, George S.

Keywords

Educational technology; Class lecture; Hybrid instruction; Internet-based; Online instruction

Abstract

The purpose of this study was to examine students’ attitudes and performance toward the teaching methods in an educational technology course. Undergraduate students enrolled in the Educational Technology course ETEC 2002L at the University of Arkansas had been exposed to both on-line modules and in-class instruction. The sample size for this study was 155. The results included 110 valid surveys completed by the students on paper. The data collected from the survey were analyzed using percentages, means, and t test of paired samples to find if there was a significant difference in students’ attitudes toward on-line versus hybrid instruction. Four two-way ANOVAs were performed to test whether there was a significant difference between students’ attitude toward the on-line vs. hybrid teaching methods. The independent variables in this study were students’ age, gender, computer experience, and prior experience with on-line courses. An independent sample t test was completed to investigate if there was a significant relationship between the students’ performance and the teaching method. A Pearson Correlation Coefficient test was made to test whether there was a significant relationship between students’ performance and their attitude toward on-line versus hybrid instruction. Findings indicated that students agreed that participating in the on-line as well as the in-class lectures positively impacted their attitude toward the instructional technology. However, the results indicated that there was no difference in the students’ attitudes toward either hybrid or on-line teaching methods. The ANOVA results showed that age, gender, computer experience, and prior experience with on-line courses were not significant factors in defining an attitude toward either hybrid or on-line method. When comparing students’ performance, the only difference between the two teaching methods was found in one assignment out o f the four assignments that students submitted. When looking for a relationship between students’ performance and their attitude toward any of the teaching methods, results showed that there was a significant correlation between the students’ performance and their attitude in the on-line method in one out of the four lessons given to the students. In general, this study outlines the importance of studying the various factors that affect students’ attitude and their performance in educational technology courses. Recommendations to enhance the students’ performance and perception toward educational technology courses were given after the conclusions are presented.

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