FA-1 A Comparison of Student Engagement Across Three Teaching Modalities in an Introductory Statistics Course
SCURS Disciplines
Mathematics
Document Type
Oral Presentation
Abstract
Most educators agree there is a strong positive correlation between student engagement and student success. However, there is a dearth of scholarship on the teaching modalities that best foster engagement. This study presents a comparison of students’ behavioral engagement in an introductory statistics course taught with three distinct teaching modalities: traditional face-to-face, targeted flipped, and fully online. The study found that the fully online group had statistically significantly lower levels of student engagement than the students in the face-to-face group and the targeted flipped group, which had comparable levels of engagement. Further, the results indicated a large effect in the successful completion of out-of-class assignments for both the face-to-face and targeted flipped sections over the fully online section, and that a correlation exists between course delivery methods and student engagement.
Keywords
Introductory Statistics Course, Targeted Flipped Learning, Student Engagement
Start Date
11-4-2025 2:10 PM
Location
CASB 103
End Date
11-4-2025 2:25 PM
FA-1 A Comparison of Student Engagement Across Three Teaching Modalities in an Introductory Statistics Course
CASB 103
Most educators agree there is a strong positive correlation between student engagement and student success. However, there is a dearth of scholarship on the teaching modalities that best foster engagement. This study presents a comparison of students’ behavioral engagement in an introductory statistics course taught with three distinct teaching modalities: traditional face-to-face, targeted flipped, and fully online. The study found that the fully online group had statistically significantly lower levels of student engagement than the students in the face-to-face group and the targeted flipped group, which had comparable levels of engagement. Further, the results indicated a large effect in the successful completion of out-of-class assignments for both the face-to-face and targeted flipped sections over the fully online section, and that a correlation exists between course delivery methods and student engagement.