# Teaching Styles : Research Paper

## Teaching Styles

In this research paper, the researchers purpose was to compare the performance of three teaching modes and age group of business statistic sections regarding age, gender, course exam scores, previous experience in statistics, and course length, of the sections that met between the fall of 2010 and the summer of 2012 at a regionally accredited university (simmons). The three teaching modes are online, blended, and traditional courses and degree programs. Online class is the using of the world wide web to complete assignments, projects, take exams, and communicate with professors.

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Traditional courses and degree programs are classes taken face to face where students receive lectures in a classroom. In this experiment, blended is a combination of both online and traditional courses and degree programs. What the researchers wanted to know is if “there would be a difference between the three teaching modes and age groups” (Simmons). The researcher wanted this study to be controlled as much as possible, so the data collected from each of the modes used the same textbook, assignments, exams, and even reduce possible instructor bias.

The population in this study “consisted of 13 total sections of business statistics offered from the fall semester, in 2010 through the summer semester, in 2012” (Simmons). Most of the students were military affiliated and the age range was 20 to 62 years old. The data collection method that they used was the experiment method. It was the experiment method because the researchers were able to control different variables such as, all three modes uisng the same textbooks, assignment, and exams. The researchers used a stratified sampling method to conduct their experiment. The researches organize and display the data they collected with different types of graphs and tables. They used a line plot graph to compare changes over time, and in this case, they showed the three different exams that were taken. There are also a boxplot and a line graph to show how the mean correlates with the modes. There are two tables where table 1 shows descriptive statistics performance by teaching mode, and table 2 displays letter grade distribution by teaching mode. These analyses were conducted using Minitab software and then group into the different graphs and table. These graphs and tables showed the results the researcher got answering the research questions and go to see which teaching mode is actually the most effective.

According to these results the worst teaching mode of the three was online. Form table 2 (Descriptive Statistics: Performance by Teaching Modes), it showed that in the blended mode 50% earned As and Bs and 36% earned Ds and Fs. In the traditional mode 51% earned As and Bs and 31% earned Ds and Fs. In the online only 25% earned As and Bs while 53% earned Ds and Fs. The second research question was if there is a difference in performance between the three modes in regard to exams scores, controlling for age, gender, experience with statistics, and course length. The researchers found out that there was no statistical difference between the traditional and blended teachings. While controlling age, there was a statistically significant in the linear combination between mode and exam 3 (Simmons). Overall, there was a significant difference between all three modes. The last research question was how the age group performed in regard to the exam mean scores (Simmons). There was a significant difference between the age group 35-44 ,45-64 and the age group 25-34 while there seemed to be no big difference between the age group 18-24 with the other groups.

Overall, the results of this research showed that in the blended and traditional teaching mode almost 50% of the students scored As and Bs. With the online teaching mode only 25% of the students scored As and Bs. This shows that students tend to perform better in blended and traditional classes rather than online classes in learning business statistics. As the author concluded that this was probably due to the fact that blended and traditional students had access to the instructor during class, and online students did not visit homework and lectures that were given. In this experiment, I believe there was some flaws and those flaws are how most of the students were military affiliated and how some of the military students were deployed oversees during this experiment. This could have affected how the students performed in terms if some of the military students were depressed and had issues. To improve this study, I would have chosen students that are not affiliated with the military. I would not have to worry about students deployed to get a more accurate result.

In one other study at a University in Missouri, a researcher had surveyed students about cheating and plagiarism in online classes and traditional classes. This survey consists 12 questions and was handed out to 300 randomly chosen students. The researcher had found out that 17% of the students reported self-violations and 83% did not report self-violations on online classes. The researchers also found out that 18% of the students admitted to cheating in some way on online classes. On cheating in a traditional classroom, 16% of the students reported cheating in some sort of way. In both these studies, there are more disadvantages in taking online classes than there are advantages.

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