Online & virtual education : it's effectiveness & impact on high school mathematics and science students
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Date
2011
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Publisher
Montana State University - Bozeman, Graduate School
Abstract
This descriptive research paper discusses the effects of online instruction on high school mathematics students. The project was designed to determine if students enrolled in online mathematics and science courses can or will receive a level of instruction comparable to students who take their high school mathematics courses in a traditional classroom. It is desired that students in online courses make progress during the semester or year equal to or within a range of those students in traditional courses. Online education has the potential to bring quality education to those students who may not be able to find it in a traditional classroom. By helping these students to receive their education despite varying circumstances, we will be helping to reduce the dropout rate as well as encouraging students to complete their education, and perhaps go to college. Students with differing circumstances were enrolled in online courses at Rawlins High School in Rawlins, Wyoming. These students were monitored during the course of the 2010 - 2011 school year, and their progress was measured and compared to progress made in traditional courses. The teacher completing this research chose to examine the progress of all students who successfully completed one or more online mathematics and science courses. Their data was then compared with the data from the students enrolled in the teacher's traditional mathematics courses. At the conclusion of the 2010 - 2011 school year, it was determined that students enrolled in online mathematics and science courses made sufficient progress. However, student comments and data suggested that a hybrid-type online course may be more effective and better accomplish the desired goals for students with exceptional circumstances.