The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States

Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers evaluated final grades, grade distribution, pass rates in a sophomore introductory statistics course with non-traditional population who self-selected from among different sections. Accordingly, we examined 307 end-of-course grades four modes of instruction: (a) online, (b) videosynchronous classroom, (c) home, (d) traditional classroom an course. All data which included rate were collected nine-week January 2019 term. used same text, syllabus, assignments, quizzes, tests. In this study, was not significantly related to score, or rate. Future should explore impacts gender, instructor quality, term lengths, standardized use textbooks syllabi when exploring impact rates.