The Difference between Face-to-Face and Online Instruction on Hispanic Students’ Success in Developmental English Courses

By Hazar Shehadeh.

Published by The International Journal of Learning in Higher Education

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Article: Print $US10.00
Article: Electronic $US5.00

With the increasing number of underprepared Hispanic students, there is a need to examine the efficacy of online instructions on their academic success. This quantitative study was conducted to examine Hispanic students’ success in online developmental English courses as compared to face-to-face developmental English courses. Data of 143 Hispanic students enrolled in face-to-face and online developmental English courses were collected over one academic year, Fall 2011 to Spring 2012. Descriptive statistics for the sample was performed, and inferential statistics was conducted to test the hypotheses and answer the research questions. The results of this study indicated a higher passing rate and average score in the face-to-face courses, yet there was no significant difference between the withdrawal rate and course type, which contradicts the current literature. This study adds to the body of literature the significance of online instructions in addressing Hispanic students of developmental English.

Keywords: Developmental Education, Hispanic Students, Online classes

The International Journal of Learning in Higher Education, Volume 20, Issue 1, pp.55-67. Article: Print (Spiral Bound). Article: Electronic (PDF File; 697.737KB).

Dr. Hazar Shehadeh

Developmental English Professor, Division of Liberal Arts & Social Sciences, South Texas College, McAllen, Texas, USA

Ms. Shehadeh has a BA in English as a Foreign Language and English Literature and MA in English. She is a doctoral candidate, currently working on her dissertation (data collection) for a PhD in Education with a concentration in ESL/ESOL. She is an English professor, who has been teaching face-to-face, hybrid, and online developmental English courses as well as academic English courses at the college and university levels. She has also been working on research projects to accelerate underprepared college students' learning.