Author(s): Ghasem Lenhart
The use of an activity-based learning conditions as part of a blended learning course has become popular over the last few years. Many studies suggest that an activity-based learning conditions, which may require more active engagement and added/more effort by students, existing the same everywhere leads to positive student learning results. However, since not all students may actively engage or put in the needed/demanded added/more effort, it may be that some students in fact complete more poorly in an activity-based learning conditions. Yet, little research has based on actual evidence studied this important thing/big event. This article examines three research questions: i) does an activity-based learning conditions directly and positively hit/affect final course grade, ii) does entering grade point average positively hit/effect final course grade, and iii) does grade point average reduce the/control the effect of an activity-based learning conditions on final course grade. These questions are talked to/looked at using data from undergraduate business statistics courses at a large Midwestern public university. Results point to/show that grade point average reduces the/controls the relationship between an activity-based learning conditions and student learning results. Specifically, students with high grade point averages respond differently than students with low grade point averages to an activity-based learning conditions. Students with high grade point averages perform better in activity-based sets of learning conditions, while students with low grade point averages perform better in lecture-based sets of learning conditions.