Content area
Abstract
This comparative quantitative study was to examine whether there is a relationship between remedial course delivery modality (online and face-to-face) and student outcomes, including course withdrawal rates, course completion rates, successful course completion (final course grade of A, B, C) rates, and retention rates, in remedial math and remedial reading courses at Richland College. The study also examined whether student outcomes differed by subject area between face-to-face and online remedial math and remedial reading courses. The sample for this study was the Richland College fall cohorts of 2014, 2015, and 2016 students, enrolled in a fully face-to-face or fully online remedial math and/or remedial reading course on the first day of class, in their entry semester (first semester).
Relationships between the modality and student outcomes were only identified in the fall 2016 cohort. The relationships found were (a) between the modality, withdrawal rate and completion rate in both the initial remedial reading and initial remedial math courses; (b) between the modality and successful completion rate of the first subsequent remedial reading course; and (c) between the modality and the short-term retention of remedial reading students.
