Effects of Blended Learning on At-Risk Youth: A Quantitative Study

Autor/in	Koenig, Barbara A.
Titel	Effects of Blended Learning on At-Risk Youth: A Quantitative Study
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1041-2
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; At Risk Students; Disadvantaged Youth; Secondary School Students; Mathematics Achievement; Critical Theory; Achievement Tests; Achievement Gap; Conventional Instruction; Computer Uses in Education; Public Education; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Benachteiligter Jugendlicher; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kritische Theorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Computernutzung; Öffentliche Erziehung
Abstract	Performance gaps exist within public education between at-risk students and those students who are not classified as at-risk, particularly in the content area of mathematics. At-risk students are susceptible to academic failure due to circumstances including socio-economic status, attendance, behavioral issues, or classification in special populations, such as special education or English Language Learners. This quantitative descriptive study examined the effect of blended learning in classroom environments on secondary at-risk students in mathematics and was grounded in critical theory. Blended learning is a form of instruction that combines traditional class face-to-face instruction, rich and engaging online content, and adaptive and interactive technologies. Measures of Academic Progress (MAPRTM) scores served as the data source in the study and data was compared over two school years. The Rausch Unit score (RIT score) was used to measure student achievement and growth from fall to spring in each year. The first year was the control year, where freshman students were instructed using traditional techniques in a mathematics classroom. During the second year, these same sophomore students were provided their own computers, in a one-to-one computing, and instructional techniques using blended learning. The two years of MAP RTM growth fall to spring data were compared to see the impact of blended learning with at-risk students. The importance of this study was to determine practices to help close the gap in mathematics performance between at-risk students and their non-at-risk peers. The results of the research showed no statistically significant difference between traditional instruction and instruction using blended learning for secondary at-risk students in mathematics class. There was noted growth in overall RIT scores in both year one and year two of the study implicating a need for further investigation. [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