Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post-requisite course sequence

The results of this study indicate that student academic performance in the post-requisite course does not vary based on the learning environment of the prerequisite course. Additionally, while all students report encountering challenges, face-to-face students rely on self-study, collaboration with peers, and tutoring to overcome these challenges. Conversely, online students rely primarily on self-study to resolve similar challenges. The findings of this study suggest administrators should consider offering online prerequisite courses before, or in conjunction with their associated post-requisites, and provide similar access to external resources to assist with student learning challenges irrespective of learning environment.