Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from four different modes of instruction: (a) online, (b) videosynchronous learning classroom, (c) videosynchronous learning home, and (d) traditional classroom in an introductory statistics course. All data on grades, which included pass rate and grade distribution, were collected from the nine-week January 2019 term. All learning modes used the same text, syllabus, assignments, quizzes, and tests. In this study, learning mode was not significantly related to end-of-course score, final grade distribution, or pass rate. Future researchers should explore the impacts of gender, instructor quality, different term lengths, and the standardized use of textbooks and syllabi on student performance when exploring the impact of learning mode on grades, grade distribution, and pass rates.

中文翻译：

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美国本科初等统计学课程学习模式与学生成绩的关系

教师们对学习模式和学生表现之间的关系进行了许多研究，但很少有研究人员评估大二学生入门统计课程的最终成绩、成绩分布和通过率，这些学生群体是从其中自我选择学习模式的非传统学生群体不同的课程部分。因此，我们检查了来自四种不同教学模式的 307 个课程结束成绩：(a) 在线，(b) 视频同步学习课堂，(c) 视频同步学习家庭，以及 (d) 介绍性统计课程中的传统课堂。所有关于成绩的数据，包括通过率和成绩分布，都是从 2019 年 1 月为期九周的学期中收集的。所有学习模式都使用相同的文本、教学大纲、作业、测验和测试。在这项研究中，学习模式与课程结束分数、最终成绩分布或通过率没有显着相关性。未来研究人员在探讨学习模式对成绩、成绩分布和及格率的影响时，应探讨性别、教师素质、不同学期长度以及教科书和教学大纲的标准化使用对学生表现的影响。