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What Can Online Classes Contribute to Assessment?
Unformatted Document Text:  Table 1: Traditional Lecture and Reduced Seat Time Compared: Pre-Post Changes in Political Knowledge, Attentiveness, Efficacy, and Trust Format Pre-post change in: Traditional lecture Reduced seat time Political knowledge None or negative 20.7% 27.3% 1-3 points 56.5% 45.3% 4 or more points 22.8% 27.4% Mean interval change 2.28 b 2.15 b High political attentiveness, Percentage-point change +7.6 +12.8 b High political efficacy, Percentage-point change a +5.4 -13.7 b High political trust, Percentage-point change -8.7 -9.4 Self-assessed “A” in computer competency, %-pnt change -2.1 +8.6 b Number of cases 92 117 a On political efficacy, difference between formats is significant (p<=.05). None of the other format differences are statistically significant. b Pre-post change is statistically significant (p<=.05). 15

Authors: Hamann, Kerstin., Pollock, Philip. and Wilson, Bruce.
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Table 1: Traditional Lecture and Reduced Seat Time Compared: Pre-Post Changes
in Political Knowledge, Attentiveness, Efficacy, and Trust
Format
Pre-post change in:
Traditional lecture
Reduced seat time
Political knowledge
None or negative
20.7%
27.3%
1-3 points
56.5%
45.3%
4 or more points
22.8%
27.4%
Mean interval change
2.28
b
2.15
b
High political attentiveness,
Percentage-point change
+7.6
+12.8
b
High political efficacy,
Percentage-point change
a
+5.4
-13.7
b
High political trust,
Percentage-point change
-8.7
-9.4
Self-assessed “A” in computer
competency, %-pnt change
-2.1
+8.6
b
Number of cases
92
117
a
On political efficacy, difference between formats is significant (p<=.05).
None of the other format differences are statistically significant.
b
Pre-post change is statistically significant (p<=.05).
15


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