The Effect of McGraw-Hill Education Connect on Students' Academic Performance

Adel Ahmed Babtain

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.

Keywords


Adaptive learning, blended learning, LearnSmart, textbook technology supple-ments, student performance, course management system, online learning

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Copyright (c) 2021 Adel Ahmed Babtain


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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