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Kupczynski, Brown, Holland & Uriegas

The Relationship between Gender and Academic Success Online

Lori Kupczynski, Ed.D., Texas A&M University-Kingsville
Michelle Brown, Ed.D., Walden University
Glenda Holland, Ed.D, Texas A&M University
Brian Uriegas, Ed.D., Karnes City High School, Karnes City, Texas

Abstract

Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of identity theory. The sample included 959 education majors at a regional university. Simple main effect tests were conducted after assumption tests for the planned analysis of covariance were not met. Findings indicated that for students with lower overall GPAs, there were differences in online course achievement between male and female education majors. For students with mid-level and higher overall GPAs, no differences existed.

Keywords:

Online learning, Distance learning, Technology, Online Course Achievement, Identity Theory


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