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THE IMPACT OF ONLINE EDUCATION ON ACADEMIC PERFORMANCE FOR LADIES PROFESSIONAL GOLF ASSOCIATION TEACHING AND CLUB PROFESSIONALS

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Date Issued:
2006
Abstract/Description:
Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.
Title: THE IMPACT OF ONLINE EDUCATION ON ACADEMIC PERFORMANCE FOR LADIES PROFESSIONAL GOLF ASSOCIATION TEACHING AND CLUB PROFESSIONALS.
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Name(s): Fjelstul, Jill, Author
Higginbotham, Patricia, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2006
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.
Identifier: CFE0000940 (IID), ucf:46730 (fedora)
Note(s): 2006-05-01
Ed.D.
Education, Department of Teaching and Learning Principles
Doctorate
This record was generated from author submitted information.
Subject(s): academic performance
online education
review sessions
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000940
Restrictions on Access: campus 2007-01-31
Host Institution: UCF

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