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American Government Across Time, Space, and Location
Unformatted Document Text:  25 Space According to the regression analyses, there was no difference for online students compared to students who took American Government 101 in the classroom for post political knowledge or post internal efficacy. These findings support past research that online education is a viable and compatible alternative to the traditional classroom setting (Botsch and Botsch, 2001; Pollock and Wilson, 2002; Russell, 1999; Wallace, 2007). . Upon examining results from an independent sample t test, I found that online students come into American Government with slightly more political knowledge than do their classroom attending counterparts as evidenced by their pre score percentage scores. Online students on average know 63% of the knowledge items while the classroom students know only about 57%. The difference in scores is statistically significant (.021). At the end of the course, online students know about 71% of the knowledge items while the classroom students only know about 65%. This difference in scores is also statistically significant (.019) and not surprising since the groups different from the beginning. Unfortunately, there is no way to control for the effects of outside assistance with the pre and/or post assessment because the online class allowed students to take the assessment in a non-proctored environment. Therefore, threats to the reliability of the responses could not be avoided although students were instructed not to seek outside assistance. Furthermore, there is not a way to verify the person submitting the assessment is actually the student enrolled in the course. However, the lack of difference in political knowledge post scores may be due to student self-selection into the format that best suits their schedules and learning styles. The assessment tool did not assess learning styles, but students were asked to rate on a four-point Likert scale the importance (1 = not important and 4= very important) of selecting the class due to flexible

Authors: Bryant, Jane.
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25
Space
According to the regression analyses, there was no difference for online students
compared to students who took American Government 101 in the classroom for post political
knowledge or post internal efficacy. These findings support past research that online education
is a viable and compatible alternative to the traditional classroom setting (Botsch and Botsch,
2001; Pollock and Wilson, 2002; Russell, 1999; Wallace, 2007).
.
Upon examining results from an independent sample t test, I found that online students
come into American Government with slightly more political knowledge than do their classroom
attending counterparts as evidenced by their pre score percentage scores. Online students on
average know 63% of the knowledge items while the classroom students know only about 57%.
The difference in scores is statistically significant (.021). At the end of the course, online
students know about 71% of the knowledge items while the classroom students only know about
65%. This difference in scores is also statistically significant (.019) and not surprising since the
groups different from the beginning. Unfortunately, there is no way to control for the effects of
outside assistance with the pre and/or post assessment because the online class allowed students
to take the assessment in a non-proctored environment. Therefore, threats to the reliability of the
responses could not be avoided although students were instructed not to seek outside assistance.
Furthermore, there is not a way to verify the person submitting the assessment is actually the
student enrolled in the course.
However, the lack of difference in political knowledge post scores may be due to student
self-selection into the format that best suits their schedules and learning styles. The assessment
tool did not assess learning styles, but students were asked to rate on a four-point Likert scale the
importance (1 = not important and 4= very important) of selecting the class due to flexible


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