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OTA Student Outcomes: A Comparison of Face-to-Face and Remote Instruction
Dissertation   Open access

OTA Student Outcomes: A Comparison of Face-to-Face and Remote Instruction

Candice Danille Young
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025

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Abstract

This study examines the effects of remote learning on Occupational Therapy Assistant (OTA) students at the South Florida university under study amid the COVID-19 pandemic. This research employed a quantitative correlational approach and applied Lave and Wenger's situated learning theory to examine the dynamic interactions in remote learning environments, representing a shift from traditional in-person instruction. A purposive sampling was used at the South Florida university under the study campus to establish the statistical significance of OTA learning outcomes between face-to-face and remote instruction. I utilized a Pearson’s χ^2 test to analyze the relationship between academic outcomes, GPA, and first attempt on the NBCOT exam of students (η=151) who learned face-to-face prior to the COVID-19 pandemic to those who learned remotely during the COVID-19 pandemic. The results indicated that while there was no statistical significance in OTA students passing or failing the occupational therapy assistant program and NBCOT pass rate on their first attempt while learning remotely, there was a statistically significant difference in GPAs of OTA students who learned remotely during the COVID-19 pandemic. The results have implications for shaping clinical practices and policies and offering valuable insights into the existing literature. While recognizing certain limitations, I recommend future research with larger sample sizes to broaden the analysis of national OTA student outcomes and other allied health programs.
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