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Learning differences in E-Commerce I online classes in public secondary schools in North Carolina

, East Tennessee State University, United States

East Tennessee State University . Awarded


The purpose of this study was to measure differences in learning styles in an online E-Commerce I class in public secondary schools in North Carolina. Students’ observations and achievements were evaluated by gender, grade level, course of study, online experience, and expected grade. This type of study could identify relationships between the online model and the four areas evaluated. This information may aid designers of online curricula as well as the teachers.

The literature review covered several topics including technology, online learning, gender-based education, learning styles, maturity, and expectations. Each topic was related to the success of students in an online environment.

This quantitative study was conducted using a survey-design method. The survey was designed using online survey software. Specifically, the survey concentrated on the differences and successes in an online class. With online education growing in popularity, educators need to evaluate the reasons behind success or failure.

Independent sample t tests and a one way ANOVA were used to determine the significance of each research question. The survey dealt with 3 different dimensions, the learning style dimension, the experience dimension, and the opinion dimension.

Findings showed significant differences in 2 areas, age and expected grade. The data showed a significant difference between juniors and seniors in all 3 dimensions of the survey. The findings also showed significant findings in all 3 dimensions of the survey in regard to expected grade. Recommendations for future research, conclusions, and recommendations for practice are also included.


Pitman, P.S. Learning differences in E-Commerce I online classes in public secondary schools in North Carolina. Ph.D. thesis, East Tennessee State University. Retrieved September 29, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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