What is the effect of grade point average (GPA) on courses taken either face-to-face or online by undergraduate working adult students? (English version)
Peter KIRIAKIDIS (),
James William DECOSTA () and
Antonio Sandu Additional contact information Peter KIRIAKIDIS: PhD, Founder and CEO of Higher Education Research and Consulting Company, New York,USA
James William DECOSTA: PhD, Coordinator of Online Instruction, Jeffrey’s College, New York, USA
The study site is a unique institution of adult students in the United States of America offering course modality choice to its students which is either face-toface (FTF) or online. Online instruction is offered completely online using Moodle as the online learning environment. The stakeholders at the study site needed research-based findings on the effect of grade point average (GPA) on courses taken either face-to-face or online by undergraduate working adult students in order for institutional reforms to take place on course modalities. The research question that guided this study was: What is the effect of GPA on courses taken either face-to-face or online by undergraduate working adult students? The purpose of this study was to examine the effect of GPA on courses taken either faceto-face or online by undergraduate working adult students. This study was grounded in the self determination theory (SDT) with its sub-set cognitive evaluation theory (CET). A comparative design of independent groups was used in the investigation of the research question. Archived data were collected on GPA, course modality, and course modality choice. Descriptive statistics and regressions analyses were performed within course modality choice. A significant effect of student choice of learning modality in student achievement either across or within course modalities was found.