Causal complexities to evaluate the effectiveness of remedial instruction

Jiann-Yun Day, Duen Huang Huang

Research output: Contribution to journalArticle

4 Citations (Scopus)

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 languageEnglish
Pages (from-to)894-899
Number of pages6
JournalJournal of Business Research
Volume68
Issue number4
DOIs
Publication statusPublished - 2015 Apr 1

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Partial least squares
Electronic learning
High school students
Mathematics
Student achievement
Fuzzy sets
Qualitative comparative analysis
Learning model
Blended learning

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 journalArticle

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