Comparing Live Streaming and Face-To-Face Instruction: Impacts on Students’ Mathematics Performance and Their Learning Experience

This study examines the differences in student performance between live streaming (LS) and face-to-face (F2F) instruction in intermediate algebra, as well as the experiences of undergraduate students in these two instructional modes. Descriptive statistics were used to analyze student performance. This study conducted the content analysis with the following processes: (a) analyzing data based on the student follow-up questionnaires; (b) constructing a theme for analysis; (c) coding; (d) grouping sub-themes together under a central theme after gathering similar codes in overarching sub-themes; and (e) reporting. Students’ experiences in both instructional modes were summarized. The findings indicate that LS participants scored slightly higher on final grades than F2F participants and provide insight into the student’s experiences in both LS and F2F courses. The study can inform higher education institutions’ decision-making regarding LS instruction by evaluating the costs and benefits of offering such courses. The results can help math instructors understand what factors impact students’ performance in both LS and F2F courses.