The article sought to compare the performance of online and traditional face-to-face students who were identically assessed in two graduate courses offered concurrently in the two modes. It hypothesised that there was no significant difference between the achievement levels of online and face-to-face students across years in two separate graduate courses. The study utilised an ex post facto design and used archival data on the final assessment scores of students. The findings suggest that the face-to-face students tended to perform at a higher level than the online students. This was significantly so in three of the five instances compared. Given that there were two instances in which no significant difference was found between the achievement levels of online and face-to-face students, the author concluded that the findings in this research did not conclusively suggest that one modality of delivery resulted in higher levels of achievement than the other.