Do In-Person Lectures Help? A Study of a Large Statistics Class
Year: 2021
Type: preprint
Study design: Observational Study
Abstract: Over 1000 students over four semesters were given the option of taking an introductory statistics class either by in-person attendance in lectures, augmented by online recorded lectures, or by taking the same class without the in-person lectures. Roughly equal numbers of students chose each option. The all-online students did slightly better on computer-graded exams. The causal effect of choosing only online lectures was estimated by adjusting for potential confounders, most importantly the incoming ACT math scores, using four methods. The four nearly identical point estimates remained positive but were very small and not statistically significant. No statistically significant differences were found in preliminary comparisons of effects on females/males, U.S./non-U.S. citizens, freshmen/non-freshman, and lower-scoring/higher-scoring math ACT groups.
Source: arXiv (Cornell University)
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3121632629