Analyzing Course Grades in a Converged Classroom Environment – A Follow-Up Study

Abstract

Two significant questions in evaluating student course grades in a converged classroom environment include whether an empirical model can be developed to accurately predict students’ average course grades and whether course grades differ between on-campus students vs. distance students. The purpose of this study is to validate the results of a previous study with new data, including course grades for four different industrial engineering technology courses taught by the same professor during one full academic year. In sum, the reduced model (with new data) becomes the same two-factor main effects only regression model that was developed in the initial study.