A Comparative Study on Studentsâ€™ Performance in Entrepreneurial Education Using Face-To-Face and Online Distance Learning (ODL) Instructional Approaches
Keywords:Teaching, Learning, Online Distance Learning Class , Face-to-face Class, Students' Performance
AbstractMalaysiaâ€™s Ministry of Higher Education announced in early March 2020 that all universitiesâ€™ teaching and learning (TL) processes must be conducted entirely online until the end of the year to prevent Covid-19 from spreading. This change has drastically altered the way teachers teach and students learn, and as a result, the impact on both lecturers and students has been enormous. This study aimed to compare studentsâ€™ performance in the Introduction to Entrepreneurship (ENT300) subject at UiTM Cawangan Terengganu when using an online learning approach as against a traditional face-to-face approach. Many scholars agreed that the face-to-face approach is more effective and gives students more fulfilment than the online method because students prefer to see and hold paper-based reading material and the satisfaction derived from experiencing the lessons live. This descriptive study data was taken from two different learning approaches, face to face and online distance learning (ODL) classes, and the results showed that studentsâ€™ performance is better when lessons are conducted face to face, proving that the difference in teaching and learning approach has an effect on the studentsâ€™ grades.
Academic Performance. Ballotpedia, ballotpedia.org/Academic performance. Retrieved December 16, 2020, from https://ballotpedia.org/Academic_performance#:~:text=Academic%20performance %20is%20the%20measurement,and%20results%20from%20standardized%20tests.
Adam, S., Nel, D. (2009). Blended and online learning: student perceptions and performance. Interactive Technology and Smart Education, 6(3): 140â€“155.
Amro, H. J., Mundy, M., & Kupczynski, L. (2015). The effects of age and gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, 1-22.
Arias, J. J., Swinton, J., & Anderson, K. (2018). Online vs. face-to-face: A comparison of student outcomes with random assignment. E-Journal of Business Education and Scholarship of Teaching, 12(2), 1-23.
Asarta, C. J., & Schmidt, J. R. (2017). Comparing student performance in blended and traditional courses: Does prior academic achievement matter? The Internet and Higher Education, 32, 29-38. https://doi.org/10.1016/j.iheduc.2016.08.002
Burch, G., Heller, J. A., Burch, J. I., Heller, N. A. (2016). Web-based and face-to-face classes: Are there unintended outcomes? Journal of Management Development, 35, 1031 1044. doi:10.1108/JMD-06-2015-0088
Chen, C. C., Greene, P. G., & Crick, A. (1998). Does Entrepreneurial Self-efficacy Distinguish Entrepreneurs from Managers? Journal of Business Venturing, 13(4), 295-316.
Cheng, M. C. (2020). Blended learning in a Hong Kong vocational education program (Order No. 28091225). Available from ProQuest Dissertations & Theses Global. (2480358821). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/dissertations-theses/blended-learning-hong-kong-vocational-education/docview/2480358821/se-2?accountid=42518
Christensen Center for Teaching & Learning. Student Performance - Christensen Center for Teaching and Learning - Harvard Business School. Retrieved December 16, 2020, from https://www.hbs.edu/teaching/case-method/providing-assessment-and-feedback/Pages/student-performance.aspx
Davidson, K. E. (2016). Comparing university student performance in online v. face-to-face offerings of the same course and investigating student perceptions of satisfaction in an online course (Order No. 10160521). Available from ProQuest Dissertations & Theses Global. (1841923386). http://search.proquest.com.ezaccess.library.uitm.edu.my/dissertations-theses/comparing-university-student-performance-online-v/docview/1841923386/se-2?accountid=42518
Dell, C. A., Low, C., & Wilker, F. J. (2010). Comparing student achievement in online and face to face formats. Journal of Online Learning and Teaching, 6(1), 30-42.
Derby, C. M. (2011). The impact of various teaching methods on students' academic achievement and self-regulatory cognitive processes (Order No. 3487142). Available from ProQuest Dissertations & Theses Global. (912201196).
Falck, O. (2012). Identity and Entrepreneurship: Do School Peers Shape Entrepreneurial Intentions? Small Business Economics, 39(1), 39-59
Gangaram, J. (2015). Blended and Online Student Performance and Persistence: A Comparative Study (Order No. 3684961). Available from ProQuest Dissertations & Theses Global. (1660971334). http://search.proquest.com.ezaccess.library.uitm.edu.my/dissertations-theses/blended-online-student-performance-persistence/docview/1660971334/se-2?accountid=42518
Halabi, A.K., Essop, A., Joosub, T., Padia, N., Vawda, M. and Yasseen, Y., (2010),"A South African study comparing the effectiveness of computer-based learning materials and face-to-face teaching", Meditari Accountancy Research, Vol. 18, No. 2, pp. 23 â€“ 37.
Horn, M. B. & Staker, H
Copyright (c) 2021 Universiti Teknologi MARA Cawangan Perlis
This work is licensed under a Creative Commons Attribution 4.0 International License.