Investigating the Effects of Different Distance Learning Modalities on Student Academic Performance in Technology Education Programs

Abstract

The rise of online distance learning has necessitated investigations into its effectiveness across various educational contexts. This study examines the academic performance of students enrolled in technology education programs across three distinct learning modalities: synchronous, asynchronous, and blended. The study aims to determine if significant differences in academic performance exist among these modalities and how they vary across different assessment types (formative, performance-based, and examination). Forty-five students were equally divided into three groups, each experiencing one of the learning modalities. A non-parametric Kruskal-Wallis test was employed to analyze the academic performance data. The results indicated significant differences in student performance across the three learning modalities, particularly in formative assessments where blended learning yielded significantly higher scores compared to synchronous and asynchronous modalities. The superior performance in the blended learning modality was consistent across performance-based tests and examinations. Notably, the highest academic performance was observed in the students who engaged in blended learning and were assessed through performance-based tests. Asynchronous learning consistently resulted in lower performance across all assessment types. These findings suggest that blended learning may be a more effective pedagogical approach in technology education, facilitating enhanced academic performance compared to purely synchronous or asynchronous online learning environments.