Longitudinal Analysis of Student Performance in an Allied Health Distance Education Program

Abstract

A 10 year, longitudinal examination considered student performance for an Allied Health Distance Education (DE) program. The purpose was determining if students face-to-face in a classroom with an instructor performed differently than their counterparts located at a distance, taking class through an alternative delivery system. The question often overlooked and not asked was: --"Is learner performance impacted on standard benchmark assessments by using technology as a delivery system?" Three research questions were asked: a) Were there statistically significant differences in learner performance on a National Examination (NBDHE)?; b) When considering GPAs?; or c) When examining individual course grades? T-tests were used for data analysis. From a cumulative perspective, and year-by-year, no statistically significant differences were apparent for the NBDHE and GPAs. Cumulatively, similar results were also found for individual courses. The DL system examined was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria. (Contains 3 tables and 1 figure.)