Effect of Animal Science Lecture Modality on Course Content Mastery
DOI:
https://doi.org/10.56103/nactaj.v69i1.221Keywords:
On-line, face-to-face, modality, Animal ScienceAbstract
Many education disciplines have indicated that academic performance of student-centered online learning can be just as effective as face-to-face (F2F) learning. We hypothesized that some animal science (ANSC) courses could increase their enrollment by offering online lecture sections. However, the equitability of student outcomes between modalities and majors was questioned. Therefore,
the objective was to evaluate the student academic performance of a core ANSC course offered both online and F2F across several terms. The Principles of Nutrition course in the Animal and Food Sciences Department was selected for analysis. Course content, exams, and instructor were not changed for 9 semesters. Academic performance was measured as the mean percentage of four formal exams for each term, with 609 data points across 5 online sections (n= 207) and 5 F2F sections (n = 402). Academic performance
was analyzed using nonparametric evaluation of means through Kruskal-Wallis test for the effect of modality (F2F or online) and major (ANSC or non-ANSC). Online students had greater academic performance than F2F students (P = 0.025). Major did not affect academic performance in this course (P = 0.205). In conclusion, there may be some flexibility in the modality of animal science course offerings.
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References
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