Frequent attenders of the live virtual physics classroom scored significantly higher than rare attenders in a distance physics course¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who joined over 50% of live virtual physics lessons had significantly higher exam scores than students who joined below 50% (p=.006). → Ozgur Yilmaz 2015

Evidence¶

Ozgur Yilmaz 2015¶

Ozgur Yilmaz. (2015). THE EFFECTS OF "LIVE VIRTUAL CLASSROOM" ON STUDENTS' ACHIEVEMENT AND STUDENTS' OPINIONS ABOUT "LIVE VIRTUAL CLASSROOM" AT DISTANCE EDUCATION. TOJET: The Turkish Online Journal of Educational Technology, volume 14 issue 1. https://eric.ed.gov/?id=EJ1057348

q2 · i? · associational · r1

Quasi-experimental comparison of 63 second-year distance students split into frequent (n=32) and rare (n=31) attenders of the live virtual physics classroom; midterm, final and make-up scores were compared. The frequent group mean was "significantly higher mean score (65,74)" versus 49,12, with t-test "p= ,006*".

"LVPCFF group had significantly higher mean score (65,74) than LVPCFR group’s mean score (49,12) during Live Virtual Physics Course and in dependent group t-test results showed that there was statistically significant difference between LVPCFF and LVPCFR groups’ scores (p= ,006*)."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Rare attenders with high content-following but near-zero live attendance still failed the course — related
• Within the frequent-attender group, the highest content and live-session follower earned the course's highest score while its lowest follower failed — related
• Students named access to recorded live lessons at any time as the most important factor of their success — related