As can be seen from the table, no significant differences appeared in any of the demographic or experiential variables. Students were tested at midterm and final weeks using identical tests for both classes, which were administered at the same time and location. Results were tallied for each examination by question type. Results indicate the virtual students scored an average of 20 points higher on the 100 point midterm and final exams. These results are consistent on both the midterm and final, across all four question types.
All differences are highly significant.
Further, post-test results were tabulated for both degree of interaction with fellow students, time spent on the class, perceived degree of flexibility and understanding of the material and feelings of affect toward the professor, the class, computers, and math. Although ratings on the post-test questionnaire show more marginally significant differences, the data do indicate the virtual students communicated more with fellow students. This experiment was intended to assess the merits of a traditional, versus virtual, classroom environment on student test performance and student affect toward the experience. However, the data indicate the reverse, that virtual interaction produces better results. In an attempt to explain this finding, it is informative to note that the virtual students seemed more frustrated, but not entirely from the technology.