The purpose of this study was to compare the achievement of students taking a computer applications class in one of two instructional methods, traditional face-to-face and online, at a Southeastern community college. The research questions examined more than 3,000 samples from the summer of 2012 through the spring semester of 2016. There were three research questions that were investigated in the study. All three questions compared the achievement of the students using the results of pre and posttest scores by analyzing the gain score, which is the difference between the pre and posttest. The null hypothesis for all research questions was that there is no significant difference in achievement in face-to-face and online class formats. The primary research question examined all samples using a One-Way Analysis of Variance (ANOVA) statistical test to determine if there was a significant difference in the gain scores of face-to-face versus online achievement. The second research question examined the difference in gain scores for male and female students taking face-to-face and online classes using a Two-Way ANOVA analysis. The third question also used a Two-Way ANOVA analysis to determine if there was a significant difference in the gain scores for traditional (24 years of age and under) and nontraditional (25 years of age and older) students. The statistical analyses showed that the null hypotheses for all research questions could not be rejected. This meant that for all students, male and female, traditional and nontraditional, there was no statistically significant difference in the gain scores of students in face-to-face and online computer applications classes during the study period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]