A comparative analysis of instructional delivery methods in a higher education institution in the United Arab Emirates

Abstract

This comparative quantitative study aims at investigating whether instructional delivery methods, such as online, hybrid, blended learning and face-to-face delivery methods, had an effect on students' grades when teaching mathematics to English language learners in a higher education Institution in the United Arab Emirates. Final course grades, in GPA format, of 574 students were collected over the course of three academic years. Assumptions of analysis of variance (ANOVA), post hoc tests, effect sizes Cohen's d were examined. The statistically significant difference across four different instructional delivery methods showed effect sizes that grew from medium to large to very large when increasing the amount of online instruction. These findings surpass other studies and suggest a high practical significance. The consequences of COVID19 on instructional delivery methods had a favourable effect on students' grades. Higher education institutions in the UAE may use these findings for future planning, even beyond the pandemic. Recommendations are made for further research to include more variables and other disciplines.