American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(2), 73-77
DOI: 10.12691/education-2-2-2
Open AccessArticle

Comparing Student Performance and Satisfaction in Face-to-Face and Hybrid Formats for a Finance Course

Patricia R. Robertson1,

1Lecturer of Finance Kennesaw State University Coles College of Business, Department of Economics, Finance and Quantitative Kennesaw

Pub. Date: February 11, 2014

Cite this paper:
Patricia R. Robertson. Comparing Student Performance and Satisfaction in Face-to-Face and Hybrid Formats for a Finance Course. American Journal of Educational Research. 2014; 2(2):73-77. doi: 10.12691/education-2-2-2


In a study conducted at a large, public university, the author assessed the impact of course delivery method (face-to-face versus hybrid formats) on student performance and satisfaction. The study was based on the concurrent instruction of a senior-level finance course over two semesters. Student performance was based on the percent of students achieving a grade of A, B or C in the course (as opposed to D, F or W/WF) and the scores on the individual gradable assignments. The study shows no significant difference between hybrid and face-to-face delivery in the mean score of student performance. In addition, there was no significant difference in student satisfaction, which was measured based on the official university student survey. The study demonstrates (in contrast to other studies) that student achievement and satisfaction do not significantly differ with hybrid format delivery of the course. Implications of the study’s findings are discussed.

hybrid learning hybrid format hybrid course blended learning

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