Abstract
This study investigates 3 models of remedial instruction, e-learning, blended learning, and traditional instruction, to vocational high school students with low mathematics achievement to analyze whether student achievement improves significantly and how each instruction model facilitates improvement. This study applies partial least squares (PLS) and fuzzy set/Qualitative Comparative Analysis (fsQCA) to analyze the effectiveness and causal complexities of the 3 models. The results indicate that all 3 models facilitate substantial academic progress, the e-learning model being the most effective. The combinations of 6 negative antecedents cause the learning problems of the students. After the changes of a few of these antecedents through the use of remedial instruction, the students improve their scores. FsQCA provides antecedent combinations to show the causal complexities; hence, provides more accurate explanations than does the PLS.
| Original language | English |
|---|---|
| Pages (from-to) | 894-899 |
| Number of pages | 6 |
| Journal | Journal of Business Research |
| Volume | 68 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2015 Apr 1 |
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Keywords
- Blended learning
- E-Learning
- Learning attitude
- Learning motivation
ASJC Scopus subject areas
- Marketing
Cite this
Causal complexities to evaluate the effectiveness of remedial instruction. / Day, Jiann-Yun; Huang, Duen Huang.
In: Journal of Business Research, Vol. 68, No. 4, 01.04.2015, p. 894-899.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Causal complexities to evaluate the effectiveness of remedial instruction
AU - Day, Jiann-Yun
AU - Huang, Duen Huang
PY - 2015/4/1
Y1 - 2015/4/1
N2 - This study investigates 3 models of remedial instruction, e-learning, blended learning, and traditional instruction, to vocational high school students with low mathematics achievement to analyze whether student achievement improves significantly and how each instruction model facilitates improvement. This study applies partial least squares (PLS) and fuzzy set/Qualitative Comparative Analysis (fsQCA) to analyze the effectiveness and causal complexities of the 3 models. The results indicate that all 3 models facilitate substantial academic progress, the e-learning model being the most effective. The combinations of 6 negative antecedents cause the learning problems of the students. After the changes of a few of these antecedents through the use of remedial instruction, the students improve their scores. FsQCA provides antecedent combinations to show the causal complexities; hence, provides more accurate explanations than does the PLS.
AB - This study investigates 3 models of remedial instruction, e-learning, blended learning, and traditional instruction, to vocational high school students with low mathematics achievement to analyze whether student achievement improves significantly and how each instruction model facilitates improvement. This study applies partial least squares (PLS) and fuzzy set/Qualitative Comparative Analysis (fsQCA) to analyze the effectiveness and causal complexities of the 3 models. The results indicate that all 3 models facilitate substantial academic progress, the e-learning model being the most effective. The combinations of 6 negative antecedents cause the learning problems of the students. After the changes of a few of these antecedents through the use of remedial instruction, the students improve their scores. FsQCA provides antecedent combinations to show the causal complexities; hence, provides more accurate explanations than does the PLS.
KW - Blended learning
KW - E-Learning
KW - Learning attitude
KW - Learning motivation
UR - http://www.scopus.com/inward/record.url?scp=84923083533&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84923083533&partnerID=8YFLogxK
U2 - 10.1016/j.jbusres.2014.11.048
DO - 10.1016/j.jbusres.2014.11.048
M3 - Article
AN - SCOPUS:84923083533
VL - 68
SP - 894
EP - 899
JO - Journal of Business Research
JF - Journal of Business Research
SN - 0148-2963
IS - 4
ER -