Assessment of Learning Outcomes Based on Teaching Modality and Gender: Do Online Students have Equivalent Academic Performance as Campus-Based Learners?

Bahaudin G. Mujtaba ()

International Journal of Educational Studies, 2025, vol. 8, issue 4, 23-36

Abstract: Accreditation bodies require that learning goals and outcomes of higher education courses and programs remain the same for traditional campus-based face-to-face, online, and hybrid teaching modalities. This study aims to assess and compare learning gained in an undergraduate course entitled "Managing Workforce Diversity" and to measure performance among students completing the course online compared to those attending in a traditional campus-based format. The study used a quantitative analysis of final exam scores from 414 students. Student performance was defined as the score on the final exam and the overall accumulated total course grade. Both online and traditional face-to-face students received the same learning outcomes, assignments, lectures, and exams. The results showed a statistically significant difference in the accumulated total course scores of students, with online students performing better. Female students had a significantly higher overall total course score compared to their male counterparts. Overall, both male and female groups had higher performance online. Implications for disparate impact based on gender and recommendations are provided.

Keywords: Assessment of learning; performance equivalency; teaching modality; online education; four-fifths rule; disparate impact analysis; adverse impact; gender disparity. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:ajo:ijoest:v:8:y:2025:i:4:p:23-36:id:429

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