Online Enrollment and Student Achievement: A Treatment Effects Model
D. Scott Bosworth and Tyler J. Bowles
This study examines the effect on student achievement of online attendance in a principles of macroeconomic course. Previous studies have indicated that there is no significant difference in student achievement resulting from online versus traditional lecture-based attendance. The study applys a treatment effects model to test the hypothesis of "no significant difference" across course format. This model controls for selection bias in testing whether student learning outcomes are different across course formats with endogenous enrollment choice. The study presents results indicating that online students generally outperformed their traditional counterparts after controlling for differences in student type.