Abstract
This study aimed to investigate the effect of using McGraw-Hill Education (MGHE) Connect on students' academic performance. It examined the effects of MGHE Connect on the course letter grade, pass rate, retention rate, total score, and final exam score in addition to the proportions of having more A and B grades in the course. The study used a posttest-only control group design. The 95-student sample was selected by sampling four sections using a simple one-stage cluster method. Then two sections were randomly assigned as a treatment group (N=45), in which using MGHE Connect Chemistry was required to com-plete course assignments, quizzes, and tests, and the other two assigned as a con-trol group (N=40) in which students completed the course conventionally. The study used ordinal logistic regression, binomial logistic regression, and multiple linear regression. The study indicated that when controlling the effect of students' CGPA, there was no significant difference in the odds of having higher letter grades between the experimental treatment and control groups. Also, the experi-mental group did not significantly have a higher proportion of A and B grades compared to the control group. The course pass rates and the retention rates in both groups differed insignificantly. The total course score and the course final exam score did not differ significantly. The study findings of students' academic performance metrics in the study indicating no statistically significant positive ef-fect of the MGHE Connect on the student academic performance.
Highlights
In today's technology-driven societies, higher education institutions, especially at the tertiary level, are adopting blended learning approaches to enhance student learning and improve student performance [1]
5.1 The effect of McGraw-Hill Education (MGHE) connect on student letter grades
The effect of MGHE Connect on a student letter grade could be depicted in figure 1, showing how grades were distributed in each group of treatment and control groups
Summary
In today's technology-driven societies, higher education institutions, especially at the tertiary level, are adopting blended learning approaches to enhance student learning and improve student performance [1]. The blended learning model combines traditional classroom teaching and an e-learning system [2,3,4]. In this way, instructors combine the advantages of online education with traditional face-to-face teaching and enhance student learning [2], [5,6,7]. The concept of blended learning has recently received much attention, and online teaching is increasingly a part delivery [2],[6]. Sarabadani and Berenjian found that students who accessed the online modules in blended learning, compared to those who did not, scored higher in the examination [15]. As Obiedat et al concluded, blended learning generally has many advantages over traditional and e-learning ways of learning, and it has a positive effect on students' study process [17]
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