Effectiveness of Online Learning in Terms of Reading Skills in Secondary Education in Central Florida.

摘要

This study was prompted by the scarcity of comparative research on the effects of online learning on student reading achievement test performance. The purpose of the study was to evaluate to what extent, if any, the learning platform, online versus traditional classroom, and gender affected students' performance on the tenth grade Florida Comprehensive Assessment Test in one Central Florida school district. Secondary data from the 2013-2014 school year were analyzed with gender examined as a possible moderating factor and a two-way ANOVA used to compare learning platform by gender groups in terms of test scores. The results showed a statistically significant, but small main effect of the learning platform, F(1, 4716) = 12.56, p < .001, &