The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context

Autor/in	Chaney, Terry Andrew
Titel	The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context
Quelle	(2017), (180 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-0178-4
Schlagwörter	Hochschulschrift; Dissertation; Conventional Instruction; Online Courses; Educational Technology; Technology Uses in Education; Blended Learning; Comparative Analysis; Charter Schools; Reading Instruction; Mathematics Instruction; Standardized Tests; Scores; Statistical Analysis; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Charter school; Charter-Schule; Leseunterricht; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the research regarding K-12 education. Even less attention has been given to blended learning in charter school K-12 education. Framed within Vygotsky's theory of social development, the purpose of this causal-comparative research study was to determine if there were any significant differences when comparing charter school students who participated in a blended learning approach to reading and math with students who studied the two subjects in fully online classes and with students who studied them in traditional classrooms with no online learning. The design was causal-comparative with a nonrandomized control group. The study compared the archived 2014 State of Texas Assessments of Academic Readiness scores of 1797-2298 students in one charter management organization: students in a blended learning environment, students who received traditional classroom instruction, and students who used fully online learning. Analysis of Variance (ANOVA) was used in combination with appropriate post-hoc comparisons to evaluate group means. The study determined that there is not a statistically significant relationship between traditional, blended, and fully online students and math scores, nor between traditional and blended learning students and reading scores. However, there was a statistically significant relationship between fully online students and higher reading scores. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01