academic progress

The study aimed to investigate the differences between face-to-face and online teaching, as well as the effect of middle term points in total score in the context of face-to-face and online teaching. Correlational research design and a database of students' attendance and results to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study demonstrated that there is a mean difference in the population or, equivalently, that the two-sample means were drawn from different populations of online vs face-to-face teaching. The study showed a high positive correlation between middle term points and total score variables, r = .846 for the experimental group and r = .731 for the control group, where increases in middle term points were associated with increases in total score values. It can also be concluded that the total variance of total score levels explained by middle term points (the model) is 53.4%, the other variance may be explained by other variables; meanwhile, Beta Standardized coefficient of middle term points explains 84.6% of the variance in the total score of their academic performance for the experimental group and 73.1% for the control group. This indicates that middle term points influence strongly the total score of students' academic performance.

The study aimed to investigate the differences between face-to-face and online teaching, as well as the effect of middle term points in total score in the context of face-to-face and online teaching. Correlational research design and a database of students’ attendance and results to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study demonstrated that there is a mean difference in the population or, equivalently, that the two-sample means were drawn from different populations of online vs face-to-face teaching. The study showed a high positive correlation between middle term points and total score variables, r = .846 for the experimental group and r = .731 for the control group, where increases in middle term points were associated with increases in total score values. It can also be concluded that the total variance of total score levels explained by middle term points (the model) is 53.4%, the o...