A study of the correlation of gender, computer skills and academic skills on online completion rates: A quantitative analysis

Because of the growing demand of online learning in recent years, identifying the factors that contribute to online course completion became an increasing need within institutions of higher education in the United States. Using a quantitative, non-experimental approach, this research study examined online course completion, its correlation with the self-reported computer and academic skills used to complete an online course among females vs males distance learners. Assuming there was a correlation between the self-reported computer and academic skills used to complete an online course among females vs males; this research study investigated this possible correlation using a web-based survey instrument distributed to online learners enrolled in an online business course during the 2015-2016 academic year. The web-based survey used a five-point Likert-type scale to measure the learners' self-reported computer and academic skills, in addition to collecting data relating to demographic factors, such as the online student's gender. A one-way analysis of variance (ANOVA), descriptive statistics, and independent t-test were used to analyze data. Cronbach's alpha was used for the purpose of evaluating internal consistency and reliability of the two scales, computer and academic skills. The results of the study showed that, between completers and non-completers of an online course, no statistically significant differences exist in gender when relating to the computer and academic skills of the two groups of learners. In the light of the results, the study suggests that a distance learner's self-reported computer and academic competencies are not correlated with the ability to complete an online course.