{"id":3424,"date":"2022-05-05T00:45:23","date_gmt":"2022-05-05T00:45:23","guid":{"rendered":"http:\/\/hets.org\/ejournal\/?p=3424"},"modified":"2022-11-23T20:39:14","modified_gmt":"2022-11-23T20:39:14","slug":"article-2-student-performance-in-four-teaching-modalities-and-covid-19-in-a-research-course-at-a-hispanic-serving-institution","status":"publish","type":"post","link":"https:\/\/hets.org\/ejournal\/article-2-student-performance-in-four-teaching-modalities-and-covid-19-in-a-research-course-at-a-hispanic-serving-institution\/","title":{"rendered":"Student Performance in Four Teaching Modalities and Covid-19 in a Research Course at a Hispanic Serving Institution"},"content":{"rendered":"\n<p class=\"has-text-align-center\">Author:<br><a href=\"https:\/\/hets.org\/ejournal\/3370-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kristen Faye Linton, MSW, Ph.D.<\/a><br>California State University Channel Islands<br>kristen.linton@csuci.edu<\/p>\n\n\n\n<p><strong>Abstract<\/strong><\/p>\n\n\n\n<p>This study aimed to assess the differential outcomes of students at a Hispanic Serving Institution based on ethnicity, teaching modality, and pre-post pandemic. Descriptive statistics of students\u2019 (N = 117) writing scores, course grades, and retention were reported. All student grades were best for the asynchronous modalities whether virtual or face-to-face. The Hispanic students\u2019 grades were best in course sections with face-to-face interactions; they struggled more than others during the Covid-19 pandemic.<\/p>\n\n\n\n<p><em><strong>Keywords:<\/strong> <\/em>teaching modality; blended teaching; higher education; virtual teaching; online teaching<\/p>\n\n\n\n<p><a rel=\"noreferrer noopener\" href=\"https:\/\/hets.org\/ejournal\/files\/2022\/05\/Article-2-Student-Performance-in-Four-Teaching-Modalities-and-Covid-19-in-a-Research-Course-at-a-Hispanic-Serving-Institution.pdf\" target=\"_blank\"><strong>Download here the full article in PDF format<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Author:Kristen Faye Linton, MSW, Ph.D.California State University Channel Islandskristen.linton@csuci.edu Abstract This study aimed to assess the differential outcomes of students at a Hispanic Serving Institution based on ethnicity, teaching modality, and pre-post pandemic. Descriptive statistics of students\u2019 (N = 117) writing scores, course grades, and retention were reported. All student grades were best for the [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[175,302,299],"tags":[],"class_list":["post-3424","post","type-post","status-publish","format-standard","hentry","category-articles","category-spring-issue-may-2022","category-volume-xii"],"_links":{"self":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/3424","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/comments?post=3424"}],"version-history":[{"count":7,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/3424\/revisions"}],"predecessor-version":[{"id":3522,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/3424\/revisions\/3522"}],"wp:attachment":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/media?parent=3424"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/categories?post=3424"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/tags?post=3424"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}