Abstract

This study examines the relationship between the use of virtual classrooms and student academic performance as analyzed in a Biochemistry course for nursing students at the University of Costa Rica (UCR) Medical School. An initial retrospective study which reviewed the course minutes recorded from 2000-2017 was done. No statistically significant differences were observed (t-test, α = 0.05) in the percentage of students who passed the course prior to 2009 (70% passing rate) versus afterwards (59.5% passing rate) with the use of virtual classrooms. A cross-cutting analysis was then conducted which assessed the correlation between student grades for each exam after they used the virtual classroom (n=55) during the second semester of 2017. No statistically significant correlations were observed with regards to student grades and frequency of virtual classroom visits (paired t-test, α = 0.05). Subsequent testing did, however, reveal a slight grade increase. Finally, the possible reasons for minimal impact of the virtual classroom on this course are discussed in addition to reconsidering pedagogical strategies by increasing printed text linear reading and teaching activities in the classroom.

Keywords Academic achievement; ICT; Teachingtechnology; Virtual classrooms; Higher education