dc.contributor.author	Kennedy, Lochlyn S.	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-09-09T20:08:40Z	en_US
dc.date.accessioned	2009-09-30T15:58:10Z	en_US
dc.date.accessioned	2011-03-02T17:29:11Z
dc.date.available	2009-09-09T20:08:40Z	en_US
dc.date.available	2009-09-30T15:58:10Z	en_US
dc.date.available	2011-03-02T17:29:11Z
dc.date.issued	2002-2004	en_US
dc.identifier.uri	http://hdl.handle.net/10428/55	en_US
dc.description.abstract	The purpose of the research was to compare the academic achievement of traditional secondary physics students and online students when taught comparable courses with identical objectives and similar assessments, assignments and grading rubrics. Additionally, online students, their parents and their teachers were surveyed to determine their perceptions toward online instruction compared to similar traditional instruction in terms of quality and effectiveness. The instructional unit included a review of previous mathematics and physics concepts from the course and three new topics basic to mechanical physics. Quantitative data was collected using assignments, tests, and quizzes from the instructional unit. Findings indicate that academic achievement for the two groups was similar in all respects, including areas of strength and weakness. Qualitative data was collected using two survey instruments. One was administered to the nine most recent online students and elicited their perceptions of online instruction in the areas of quality of content, adequacy of explanations, quality/quantity of feedback, and their mastery of the course objectives. Students indicated that online instruction compared favorably to traditional instruction in all areas. They did, however, miss face-to-face contact with an instructor. The majority of the students stated that they would take additional online courses and cited the flexibility of scheduling and ability to set one's own pace in the course as tremendous advantages of online instruction. The parents and teachers of the most recent online students were also surveyed concerning their perceptions of the success or failure of online instruction to meet students' needs. All parents and teachers felt that the greatest asset of online instruction was a student's ability to work at his/her own pace. All parents indicated that they would like for their student to take additional online courses. Teachers indicated that students should take online courses only if they were self- motivated. It is noted that these findings may not be transferable to all areas of study. These students are highly academically oriented and very self- motivated. Future research is needed in all aspects of online instruction, especially as it applies to secondary schools.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Online instruction	en_US
dc.subject	Mechanical physics	en_US
dc.subject	Secondary schools	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Comparison and Evaluation of a Secondary Physics Class- Online Education Delivery Vs. Traditional Classroom Delivery: An Action Research Project	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US