The Impact of Blended Learning Instructional Design on Attendance and Achievement in an At-Risk Alternative High School

Autor/in	Meacham, Dawn M.
Titel	The Impact of Blended Learning Instructional Design on Attendance and Achievement in an At-Risk Alternative High School
Quelle	(2021), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-4331-6
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; At Risk Students; Urban Schools; High School Students; Nontraditional Education; High School Teachers; Attendance; Self Determination; Self Concept; Personal Autonomy; Student Motivation; Program Effectiveness; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Non-traditional education; Alternative Erziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Anwesenheit; Selbstbestimmung; Selbstkonzept; Individuelle Autonomie; Schulische Motivation; Schülerverhalten; Lehrerverhalten
Abstract	In this study, the researcher examined the impact of blended learning in an at-risk urban alternative high school on attendance, credits earned, and graduation rates. The research participants were students and staff at an at-risk secondary school. The problem at this site was a lack of regular attendance. The study utilized Ryan and Deci's (2011) self-determination theory framework to examine data for reflected changes in attendance as a means for students to gauge their self-awareness in the learning environment. The study was premised on the belief that, by adding blended learning as a format for instruction, students would find ownership in their education. Subsequently, this autonomy would increase student motivation to earn credits, thus quickening their progress toward graduation. Conclusions on this study were drawn through analyzing primary and secondary data. The primary data were collected from the site staff to obtain information for descriptive statistics on changes in the academic and behavioral environment after the deployment of blended learning. The secondary data were used to gain further insight into the impact of deploying blended learning at this study site on attendance, credits, and graduation rates. To ensure that the student perspective on the impact of blended learning reflected in the conclusions of this study, another set of secondary data of a student self-reflection survey was also analyzed. This was to understand the student participants' views on their learning and how they were impacted by other variables. The results from the teachers' survey data showed positive thoughts on blended learning as participants felt the intervention helped with classroom management and improved behavior. However, contrary to the views expressed by the staff on the intervention, no significant changes were detected on the key variable. This lack of significance may probably be due to students being exposed to pandemic learning during the period of this study, which may have had an impact on the results. [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	2024/1/01