Open AccessIMPACT OF GROUP WORK AND EXTENDED ESSAY WRITING ON ONLINE ADVANCED PLACEMENT PROGRAM® STUDENT PERFORMANCE
Author(s) -
Handwerk Phil
Publication year - 2007
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2007.tb02064.x
Subject(s) - popularity , set (abstract data type) , covariate , advanced placement , mathematics education , psychology , multilevel model , computer science , function (biology) , work (physics) , empirical research , medical education , social psychology , statistics , medicine , mathematics , mechanical engineering , machine learning , engineering , programming language , evolutionary biology , biology
Online high schools are growing significantly in number, popularity, and function. However, little empirical data has been published about the effectiveness of these institutions. This research examined the frequency of group work and extended essay writing among online Advanced Placement Program® (AP®) students, and how these tasks may have impacted their AP exam performance. Hierarchical, set‐wise regression models found little to no impact of group work or extended essay writing on multiple‐choice, free response, or composite scores across 9 AP exams administered from 2003–2005. These models included student sex, race, and year in school as independent variables; covariates were the number of previous AP exams taken by the student and PSAT/NMSQT® scores. Implications for online providers and for future research of online high schools are discussed.