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. 2019 Spring;18(1):ar8. doi: 10.1187/cbe.18-08-0153

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© 2019 S. Gavassa et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.

This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.

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FIGURE 1. — Exam scores for students in the online course format by semester. Open circles indicate individual data points; filled circles indicate mean; vertical lines indicate SE. One section of the online course was taught in the same semester as the face-to-face course, and another section was taught during the same semester as the hybrid course. We used a simpler version of the main regression model to test for differences in student performance in the online format between semesters (Exam score ∼ SAT Math score + Semester). Our simple model significantly explained a portion of the variation in student performance (R² = 0.129, F(2, 42) = 4.25, p = 0.021). The SAT Math score predicted a significant portion of the variation in student performance (Estimate ± SE: 0.057 ± 0.019, p = 0.0057). However, the semester when the course was taught did not have a significant effect on student performance (Estimate ± SE: 0.074 ± 3.49, p = 0.98). Thus, we combined both online sections for our analyses.