An Analysis of Student Performance in Hybrid and Traditional Classroom Accounting Courses. at Waukesha County Technical College. Thomas M.

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1 1 An Analysis of Student Performance in Hybrid and Traditional Classroom Accounting Courses at Waukesha County Technical College by Thomas M. Kenton A Research Paper Submitted in Pmtial Fulfillment of the Requirements for the Master of Science Degree In Career and Technical Education Approved: 2 Semester Credits Dr. Carol Mooney The Graduate School University of Wisconsin-Stout August, 2010

2 2 The Graduate School University of Wisconsin-Stout Menomonie, WI Author: Title: Kenton, Thomas M. An Analysis of Student Peiformance in Hybrid and Traditional Classroom Accounting Courses at Waukesha County Technical College Graduate Degree/ Major: Research Adviser: MS Career and Technical Education Carol Mooney, PhD MonthNear: August 2010 Number of Pages: 35 Style Manual Used: American Psychological Association, 6 th edition Abstract An increase in hybrid course offerings at WCTC was part of the 2010 WCTC Budget document. The purpose of tills study was to analyze the effectiveness of student perfolmance in hybrid and traditional classroom accounting courses at WCTC. Research questions attempted to determine whether or not there was a difference in performance between the on campus and hybrid student population. The first research question compared student performance based on a hybrid or traditional course delivery. The average grade earned by students from the hybrid course was a half grade higher when compared to the students in the traditional course. The second research question examined the impact of gender on student success. The females earned a higher average grade compared to their male counterparts in both the traditional and hybrid course. The third research question compared the impact of age. Older students earned higher grades then the younger students. The fourth

3 3 research question examined the impact of grade point average. Grade point average was a good indication to determine the success of the students. It is recommended to conduct additional research to detennine the generalizability of students in hybrid courses earning higher grades then the students in the traditional courses.

4 4 Table of Contents Page Abstract List of Tables Chapter I: Introduction Background Information Statement of the Problem Purpose of Study Definition of Terms Importance of Study Chapter II: Review of Literature Introduction Theory History of the Internet Distance Learning Learning at WCTC Summary of Literature of Review Chapter III: Methodology Introduction Research Design Instrumentation Data Collection Data Analysis

5 5 Limitations Chapter IV: Finding Introduction Subjects Chapter V: Sununary, Conclusions, and Recommendations Introduction Summary and Conclusions Recommendations References Appendix A: Student Data Appendix B: Request for Data

6 6 List of Tables Table 1: Breakdown of Students by Gender and Course Table 2: Breakdown of Students by Age and Course Table 3: Grades Earned by Students Table 4: Grade Distribution Based on Age Group Table 5: Grade Analysis Between Traditional and Hybrid Table 6: Grades by Delivery Method and Gender Table 7: Grades by Delivery Method and Age Group Table 8: Grade Point Average and Grade Earned... 26

7 7 Chapter I: Introduction Background Information Educational institutions have experienced growth in online students in recent years. There were more than 4,600,000 students in the United States enrolled in online training in the fall of 2008 (Allen & Seaman, 2010). This represents a 17% increase from the fall of Over 25% of students enrolled in higher education take at least one online course. Mirmesota state colleges and universities experienced a 22% increase in the number of students taking online courses at their state universities and two-year colleges in fall of 2009 (Post, 2010). The hybrid model allows faculty to develop cuniculum and incorporate a variety of interactive learning activities not available in traditional courses (Hybrid Courses, 2010). Distance education has been around for more than 100 years. The first distance education class occurred in The course was titled the Pitman Shorthand training program which trained people on stenographic practices. The students would mail in their exercises by using the United States Postal Service. Once the coursework was completed, the student would receive a celtificate of expeltise in stenographic skills (Matthews, 1999). The first college level class was offered by the University of Chicago in The United States Postal service was used to exchange material between the student and the instructor (Hansen, 2001). As technology has changed, the medium in which the distance education students use to exchange information has evolved to include numerous technologies. The United States Postal Service was used followed by radio, television, telephone, computers, satellite communications and the internet (Casey, 2008). According to the latest United States Department of Education National Center for Education Statistics pertaining to distance learning, 97% of two year schools offered distance education classes in the academic year.

8 8 Waukesha County Technical College (WCTC) is one of 16 two-year technical colleges making up the Wisconsin Technical College System. WCTC is located in Pewaukee which is 20 miles west of Milwaukee in the state of Wisconsin. In 2000, the Higher Learning Commission (HLC) renewed the accreditation of WCTC for ten years. The HLC is a member of the N011h Central Association of Colleges and Schools. A strategic action plan goal in WCTC's 2010 budget was technology. One of the specific goals was for WCTC to develop technology skills for students and staff through the use of both current and innovative technologies that are responsive to industry trends which would be accomplished through the development of more hybrid courses. Hybrid courses, in contrast to online courses, combine face-to-face and online delivery. Hybrid courses are by definition where half of the class sessions are replaced with online meetings or content. Hybrid courses offered at WCTC have made up a small percentage of the courses being offered. Also, there has been little analysis if the hybrid courses are effective. Statement of the Problem There is pressure to implement hybrid courses at WCTC. The effectiveness of hybrid courses at WCTC is unknown at the present time. Therefore this study determined the effectiveness of hybrid course compared to traditional classroom course for the Accounting IV course at WCTC. The following research questions will be explored. 1) How did WCTC students perform in a hybrid course compared to traditional course in the delivery of the Accounting IV course? 2) Does gender have an impact on student success with hybrid and traditional courses? 3) Does age have an impact on student success with hybrid and traditional courses?

9 9 4) Does cumulative grade point average have an impact on student success with hybrid and traditional courses? Purpose of the Study The purpose of this study determined the effectiveness of student learning in a hybrid Accounting IV Intermediate course as compared to a traditional Accounting IV Intermediate course at WCTC. The effectiveness of student learning was measured by the grade earned by the students. Definition of Terms The following telms are defined for the purpose of this study: Higher Learning Commission (HLC). An external organization recognized by the United States Depmiment of Education and the Council on Higher Education Accreditation. Hybrid course. A course where students meet 50% of the time in the classroom and the other 50% online. Online instruction. Course work taking place in the BlackBoard course management system. Student success. Measured by the grade earned by the student upon the completion of the course. Traditional course. A course where students meet in the classroom at designated class time and places with little or no online learning. Importance of Study The advances in technology and the changing needs of the students have brought hybrid courses into the forefront. The hybrid courses assist with meeting the needs of flexible scheduling with the students and may help education institutions with space constraints.

10 10 However, it is important to find out if the hybrid courses offer as good or better learning opportunities for the students.

11 11 Chapter II: Review of Literature Introduction The purpose of this study determined the effecti veness of student learning in a hybrid Accounting IV course as compared to a traditional Accounting IV course at WCTC. The effectiveness of each method was measured by grade earned by each student to assess the student's understanding. A comparison of the impact of student learning with the hybrid and traditional course was examined. The theory behind hybrid courses was covered along with the history of the internet, distance learning, and learning at WCTC. Theory The students who are enrolled in hybrid classes may take advantage of the best offerings from a face-to-face class and the best offerings from an online class. The students enrolled in hybrid courses have consistently earned higher scores when compared to face-to-face courses (Bonk & Graham, 2005). Hybrid learning offers many advantages over the face-to-face classes. The advantages include convenience, fewer logistic issues, more flexibility in learning, and the enhance learning provided by teclmology. There are some disadvantages associated with hybrid learning. The disadvantages included reduced face-to-face-time, problems with teclmology, reduced assistance from the instructor, the idea of being overwhelmed, and an increase workload (Dziuban & Moskal, 2007). History of the Internet The concept of the internet was started in 1962 by J.C.R. Licklider of MIT. Licklider's vision was for globally interconnected computers where people could quickly access data from any site. In 1964 the first book on the subject of packet switching was created by Leonard Kleinrock at MIT. The creation of the internet was developed by three different organizations

12 12 working in parallel without the knowledge of each other's activities. There was development happening by MIT, RAND, and the NPL. The initial configuration consisted of four host computers, referred to as "nodes", on the initial ARPANET. The four nodes were located at the University of California at Los Angeles, the University of California at Santa Barbara, the University of Utah, and the Stanford Research Institute (Moschovits, Poole, Schuyler, & Senft, 1999). In 1972, Bob Kahn presented the first public demonstration of ARPANET at the International Computer Communication Conference. The application was unveiled during the demonstration. There were four key ideas presented by Kahn which would forever shape the evolution of the internet. The first idea stated was each distinct network would have to be independent and no internal changes would be required to connect the independent network to the internet. The second idea stated communications would be based on best effoli approach. If a packet did not reach its destination, it would be retransmitted. Kahn's third ideas included having black boxes to connect the networks. The black boxes would not retain any information about the packets flowing through them. Today we call these black boxes routers and gateways. The fourth idea stated there would be no global control at the operations level. The four key ideas presented by Kahn were enablers to allow so many people today to be able to connect to the internet in a reliable and fast manner. Distance Learning Educational institutions have selected to offer distance and on-line education as a way to meet the needs of the students. Education has shifted away from instructor based lectures to a more student centered approach. The first distance based classes were primarily available through closed circuit television and correspondence courses. The bilih and continued

13 13 development of the internet has allowed educational institutions to offer courses online and in hybrid formats. At the beginning of 20 10, there were 220 million internet users in the United States. (Miniwatts Marketing Group, 2010). Even though online course offered tremendous flexibility and convenience, the results from the learner and satisfaction levels indicated something was lacking (Hensley, 2005). One element missing from online courses was the interaction between the instructor and students which is critical for effective learning (Shachar & Neumann, 2003). The reduction of interaction between instructors and students led to a loss perception of community (Rovai, 2002). Educational institutions have gravitated to hybrid courses in an attempt to incorporate the benefits of online courses and face-to-face courses. Hybrid courses offer instruction in both online and classroom formats. The hybrid courses offer the convenience and flexibility of online courses and still offer the interaction with instructors and students. Research has indicated the perceptions of faculty and students are the hybrid course design is leveraging the strengths of each format (Dziuban, Hartman, & Moskal, 2004). Learning at WCTC Waukesha County Technical College had offered online learning courses since 1996 and the latest iteration of online courses included a course management tool called Blackboard. CUlTently, it is up to the instructor if and how Blackboard is utilized in their courses. Blackboard offers several capabilities including document distribution, grade book capabilities, online tests and quizzes, and announcements, to list just some of the possible capabilities Blackboard offers (Teaching and Learning, 20 I 0). In the past, fewer hybrid course offerings existed at WCTC as compared to online course offerings. However, there were college initiatives to increase the number of hybrid course

14 14 offerings. Waukesha County Technical College's Budget document for the 2010 fiscal year identified the expansion of hybrid courses as one of its initiatives. One of the objectives listed in the budget document was to develop technology skills for students and staff through the use of both current and innovative technologies and strategies that were responsive to industry trends. One of the objectives listed to meet the goal was to develop and deliver at least three general education courses in the hybrid format (WCTC, 2010). In the spring 2010 semester, WCTC offered 18 courses in the hybrid format. For the fall 2010 semester, there were foliy- three hybrid courses being offered at Waukesha County Technical College. Summary of Literature of Review Hybrid courses offer many advantages and few disadvantages when compared to traditional courses. Advantages include convenience and flexibility in learning while reduced face time and problems with technology are disadvantages. Distance learning has been around for many years with closed circuit television and coitespondence courses. The evolution of the internet is the latest type of distance learning which is online or hybrid courses. WCTC has implemented the BlackBoard course management system to enable online and hybrid course offerings. WCTC offered more hybrid classes in the fall 2010 than ever before to meet the needs of the students.

15 15 Chapter III: Methodology Introduction The purpose of the study was to detelmine the effectiveness of student learning in a hybrid Accounting IV course as compared to a traditional Accounting IV course at WCTC in the fall semester of The number of hybrid courses being offered at Waukesha County Technical College was increasing. Hybrid course development was an initiative at WCTC led by goals identified by the institution. The effectiveness of the hybrid and traditional course was examined along with a comparison of student achievement between the two classes. Research Design Hybrid courses are a relatively new course format offering at WCTC. The Business and Information Technology statied offering hybrid courses in the fall of However, the Accounting program has now offered all of their classes with the hybrid course format as an option. The subjects in the research were students who successfully completed Accounting III and had a choice to enroll in the traditional or hybrid Accounting IV course. The Accounting program was a 68 credit associate of applied science degree at WCTC. The Accounting IV course is typically taken in the fourth semester by students enrolled in the Accounting program. The Accounting department at WCTC was the first depaliment in the Business department to offer hybrid courses for all of their required courses. Since the Accounting department was leading the way of hybrid course offerings, the Accounting IV courses were identified for further study. Instrumentation The Registrar at WCTC provided the data for the Accounting IV courses. The data provided included final grade, cumulative grade point average, gender, and age of each student.

16 16 The same assessments were used by both instructors throughout the course. Tables that compiled this information were used as a viewing tool for the researcher. Data Collection The source of the data complied is this study was provided by the Director of Academic Technology at WCTC. A request was made to the Director of Academic Technology at WCTC for student data where courses were offered in traditional and hybrid format. The request asked for the gender of the student, age of the student, course format, course grade, and cumulative grade point average of the student. The request produced data from the fall 2009 Accounting IV Intermediate courses which were offered in traditional and hybrid folmat. There was a different instructor for the traditional course and the hybrid course. There were eleven students enrolled in the Accounting IV traditional course and six students enrolled in the Accounting IV hybrid course. Data Analysis The data in this study was analyzed to determine the differences in student performance based on course delivery. The student grades were reviewed based on whether the student was enrolled in the traditional or hybrid course. The research questions are outlined below with the techniques used to answer the question. The first research question was "how do WCTC students perform in a hybrid course compared to traditional course in the delivery of the Accounting IV Intermediate course?" A comparison of the mean grade eamed was used to see the impact on the mean grade for the students between the traditional and hybrid course. The activity assisted in detelmining if the course format impacted the grade of the students.

17 17 The second research question was "does gender have an impact on student success with hybrid and traditional courses?" A comparison of the mean grade earned was used to see the impact on the mean grade for the students between the traditional and hybrid course based on gender. The activity assisted in determining if gender impacted the grade of the students. The third research question was "does age have an impact on student success with hybrid and traditional courses?" A comparison of the mean grade earned was used to see the impact on the mean grade for the students based on age of the student. The activity assisted in determining if age of the student impacted the grade of the students. The foulih research question was "does cumulative grade point average have an impact on student success with hybrid and traditional courses?" A comparison of the mean grade earned was used to see the impact on the mean grade for the students based on cumulative grade point average. The activity assisted in determining if current grade point average of the student impacted the grade of the students. Limitations The following are limitations of this study: 1. The study was limited to a small sample size. The hybrid course format was relatively new at WCTC and the Director of Academic Technology was only authorized to release the records of two classes. 2. There were eleven students enrolled in the traditional course and six students enrolled in the hybrid course. The unbalance number of students between the two courses may cause skewed results.

18 18 3. There was a different instructor for the traditional course and the hybrid course. The different instructors may have led to inconsistencies is assessing the students where subjectiveness is used.

19 19 Chapter IV: Findings Introduction The purpose of the study is to measure the effectiveness of the Accounting IV Intermediate course delivered in a hybrid format compared to an Accounting IV Intermediate course delivered in traditional classroom format at Waukesha County Technical College. There has been an increase in the number of hybrid courses offered at Waukesha County Technical College. Hybrid course development is a current initiative at WCTC. The effectiveness of the hybrid and traditional course will be examined along with a comparison between the two courses. Subjects The study consists of 17 students enrolled in the Accounting IV Intermediate courses. Twelve of the students were female and five of the students were male. Eleven students were enrolled in the traditional course and six were enrolled in the hybrid course. All of the students successfully completed the Accounting III course. Table 1 presents the gender of the survey sample. There were almost twice as many students attending the traditional course as compared to the hybrid course. Almost three quarters of the students were females.

20 20 Table 1 Breakdo'vl'n o/students by Gender and Course Course Males Females Total Traditional Hybrid Table 2 presents a breakdown of the students by age and the course they were enrolled. The 20 to 29 age group had the most students a total of seven, making up 40% of the total population. The under 20 and 40 or greater age group had equal number, two students, with both age categories accounting for almost 25% of the total population. Table 2 Breakdown 0/ Students by Age and Course Age Group Traditional Hybrid Total <20 2 o > Table 3 outlines the grades eamed by all of the students. The most common grade eamed by the students was a B followed by a tie between the letter grades of A and B-. Almost two thirds of the students, 10, earned an A, B, or B- grade. Approximately 25% of the students, 4, in this study eamed a D+, D, or D- grade.

21 21 Table 3 Grades Earned by Students Grade Point Value Frequency Percent A A B B B C C C D D D F W 5.9 Table 4 shows the grade distribution based on age of the students. The three students who were 30 or older earned all the As earned in the two courses. All the Ds were earned by four students in their twenties. The under 20 students, two were consistent with earning a Band B-.

22 22 Table 4 Grade Distribution Based on Age Group Grade < >39 Total A A B B B- 0 3 C C C- O D D D- O 0 0 F W Total Table 5 contains a grade analysis between students enrolled in the traditional and hybrid course. The students in the hybrid course earned on average a more than half grade higher, a 3.0 or a B, than the students enrolled in the traditional course that earned a 2.3, a low C-. In fact, the mean grade for hybrid

23 23 students was exactly a 3.0 grade. The standard deviation between the students was comparable between the groups. Table 5 Grade Analysis Between Traditional and Hybrid Delivery Number of Students Mean Grade Std. Dev. Traditional Hybrid Table 6 identifies the grades earned by delivery method and gender. Females in the hybrid course had the highest mean grade of a 2.41 which would be a C+. The least successful students were males in the traditional course format with a 2.0, the grade of a C. Both females and males had a higher mean grade in the hybrid course format compared to the traditional course format. Females had greater standard deviation in grades compared to the males. One reason for the difference of standard deviation would be the greater number of females, 12, compared to only five males.

24 24 Table 6 Grades by Delivery Method and Gender Delivery Method Females Males Total Traditional - Count 8 3 Traditional - Mean Grade Traditional- Std.Dev. Grade Total Hybrid - Count 4 2 Hybrid - Mean Grade Hybrid - Std. Dev. Grade Table 7 outlines the grades by delivery method and age group. The highest mean grade of a ABACD occurred with students 40 years old or older in the traditional course format. However, there was only one student 40 or greater years old in the traditional course. The lowest grade average, a ABCED occulted with students between 20 and 29 years old for both the traditional and hybrid course. The 20 to 29 year old age category also had eight students which was more students than any other age category.

25 25 Table 7 Grades by DelivelY Method and Age Group Age of Student Delivery Method < >39 Total Traditional Count Traditional Mean Traditional Std. Dev Hybrid Count Hybrid Mean Hybrid Std. Dev Table 8 shows the current grade point average of the students and the grade earned in the Accounting IV Intermediate course. The results indicate a student's current grade point average is an indicator of the type of grade they will earn in the course if the student has a grade point average of3.5 or better. All four students who earned a B+ or better had a minimum grade point average of3.5 or better. More than halfofthe students in the 2.5 to 2.9 grade point average earned a grade lower than their cunent grade point average.

26 26 Table 8 Grade Point Average and Grade Earned Grade Point Grade A 3 A- B+ B 4 B- 2 c+ C c- D+ D 2 D- F W

27 27 Chapter V: Summary Conclusions, and Recommendations Introduction The purpose of the study was to measure the effectiveness of the Accounting IV Intermediate course delivered in a hybrid format compared to an Accounting IV Intermediate course delivered in traditional classroom format at Waukesha County Technical College. Hybrid course development was a current initiative at WCTC. Summary and Conclusions The paiticipants in this study consisted of 17 students who enrolled in the Accounting IV Intermediate course in the fall of There were 12 females and 5 males paiticipating in the study. The age of the students ranged from 19 to 46 years old. Twelve students were enrolled in the traditional classroom course and six students were enrolled in the hybrid course. The four research questions are addressed below. Research Question 1. How do WCTC students perform in a hybrid course compared to traditional course in the delivery of the Accounting IV course? The average grade earned by students from the hybrid course was a half grade higher when compared to the students in the traditional course. The sample size was small due to the limited number of hybrid course offerings. Research Question 2. Does gender have an impact on student success with hybrid and traditional courses? Both females and males scored higher in the hybrid course versus the traditional course. The females earned a higher average grade compared to their male counterpaits in both the traditional and hybrid course. Research Question 3. Does age have an impact on student success with hybrid and traditional courses? All three As earned were by students who were 30 or older and enrolled in

28 28 the hybrid course. Grades of C or lower were earned by students who were 29 or younger. The limited data is this study suggests the older students will earn higher grades then the younger students. Research Question 4. Does cumulative grade point average have an impact on student success with hybrid and traditional courses? All three As were earned by students who had a cumulative grade point average of 3.5 or better. The students who had a cumulative grade point average below 2.5 earned a D- and a withdraw grade. Recommendations The findings of this study demonstrate the hybrid courses are an effective if not more effective method than traditional courses. As a result, the hybrid courses should continue to be offered. As matter of fact, more hybrid courses should be developed to meet the needs of the students. This study was very limited in the number of students enrolled in the traditional and hybrid course due to the limited offerings of the hybrid courses. Waukesha County Technical College should continue to increase the number of hybrid courses and continue to study student achievements in each. The traditional classroom assessments and hybrid assessments do have some differences. The instructors need to be aware how to effectively complete student assessments in a hybrid format. Additional training or workshops should be completed by instructor prior to teaching a hybrid course. Further studies should be performed to ensure these early trends in student success with hybrid courses continue. The increase of hybrid course offerings at WCTC will provide more data for another study to compare the effectiveness of traditional and hybrid courses. The next

29 29 study should include a greater number of participants which should be available with all the new hybrid course offerings coming up at WCTC.

30 30 References Allen, 1. E., & Seaman, J. (2010) Learning on demand: Online education in the United States, Retrieved March 29, 2010, from pdf/learningondemand. pdf Bonk, C. J., & Graham, C. R. (2004) Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing. Casey, D. (March/April 2008). A journal to legitimacy: The historical development of distance education through technology. Retrieved March 29, 2010, from g Cerf, Y., Clark, D., Kahn, R., Kleinrock, L., Lynch, D., Leiner, B., Lynch, D., Postel, 1., Robelis, L., & Wolf, S. (n.d.). A briefhistory of the internet. Retrieved March 29, 2010, from Dziuban, C. D., Hartman, 1. L., & Moskal, P. (2004). Blended learning. Retrieved March 30, 2010, from Abstract/BlendedLearning/ Hansen, B. (2001). Distance learning. Retrieved March 30, 2010 from Hensley, G. (2005). Creating a hybrid college course: Instructional design notes and recommendations for beginners. Retrieved March 29, 2010 from Hybrid courses. (2010). Retrieved March 29, 2010, from Matthews, D. (1999). The origins of distance education and its use in the United States. Retrieved March 29, 2010, from

31 31 Miniwatts Marketing Group. (2010). Internet usage and population in North America. Retrieved March 29, 2010 from Moschovits, C., Poole, H., Schuyler, T., & Senft, T. (1999), History of the internet. Retrieved March 29, 2010, Post, M. (2010). More Minnesota students taking online, hybrid classes. Retrieved March 29, 2010, from % 1111 /online-ieaming. Rovai, A. (2002). BUilding a sense of community at a distance. Retrieved March 29, 2010 from Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic pef!ormances: A meta-analytic approach. Retrieved March 29, 2010, from l.org/index. php/irrodl/miic1e/view/ Teaching and learning. (2010). Retrieved March 29, 2010 from

32 32 Appendix A STUDENT DATA

33 33 Appendix A Accounting IV Intermediate Face to face Last Name First Gender Gpa Grade Course Instructor Name xxxxxx xxxxxx F Accounting IV - Intermediate Instructor A xxxxxx xxxxxx F Accounting IV - Intermediate Instructor A xxxxxx xxxxxx M W Accounting IV - Intermediate I nstructor A xxxxxx xxxxxx M Accounting IV - Intermediate Instructor A xxxxxx xxxxxx F B Accounting IV - Intermediate Instructor A xxxxxx xxx xxx F B Accounting IV - Intermediate Instructor A xxxxxx xxxxxx F B Accounting IV - Intermediate I nstructor A xxxxxx xxxxxx M B Accounting IV - Intermediate I nstructor A xxxxxx xxxxxx F C Accounting IV - Intermediate Instructor A xxxxxx xxxxxx F B Accounting IV - Intermediate Instructor A xxxxxx xxxxxx F A Accounting IV - Intermediate Instructor A Hybrid Last Name First Gender Gpa Grade Course Instructor Name xxxxxx xxxxxx F Accounting IV - Intermediate Instructor B xxxxxx xxxxxx M B Accounting IV - Intermediate Instructor B xxx xxx xxxxxx M B Accounting IV - Intermediate Instructor B xxxxxx xxxxxx F B Accounting IV - Intermediate Instructor B xxxxxx xxx xxx F A Accounting IV - Intermediate Instructor B xxxxxx xxxxxx F A Accounting IV - Intermediate Instructor B

34 34 Appendix B REQUEST FOR DATA

35 35 Appendix B Randy, I am in the process of completing my Masters at UW-Stout. My thesis paper is going to compare the effectiveness of hybrid courses versus face-to-face courses. It is my understanding the accounting department offers a hybrid format for most of their courses. Could you provide age, gender, overall grade point average, and grade earned of each student for courses where there was a face-to-face course and hybrid course offered. Thank-you Tom Kenton

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