A Comparison Study of High School Math Student Performance and Perceptions between Blended and Online Learning

Autor/in	Packer, Sherry Kaye
Titel	A Comparison Study of High School Math Student Performance and Perceptions between Blended and Online Learning
Quelle	(2018), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-6605-1
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Blended Learning; Online Courses; Teaching Methods; Mathematics Tests; High School Students; Scores; Required Courses; Grades (Scholastic); Instructional Effectiveness; Student Attitudes; Pretests Posttests; Credits; Comparative Analysis; Mathematics Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pflichtkurs; Notenspiegel; Unterrichtserfolg; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The researcher conducted a quantitative study to compare the differences in scores on prescriptive and cumulative tests of high school math students between blended and online learning instructional settings. The researcher collected archival data from the district where students participated in blended or online learning instructional settings from 2008-2018. Participants included students who took one or more required high school math courses for the purposes of credit recovery. The prescriptive test, which built the needed math course based on student responses, was taken at the beginning of the course. Upon completion of the course, students took a cumulative test. Differences in percent scores were sought to help determine which environment was most effective for students. Report card grades were also used to determine whether a relationship existed between student performance and instructional settings. A web-based learning instrument was modified for this study to measure students' perceptions of the two learning environments. Students who previously took an online or blended course using the software program, Edgenuity, were given the opportunity to take the survey. The purpose of this quasi-experimental pre and posttest study with additional student surveys was to determine whether the blended or online learning setting was the most effective approach of technology use in high school math credit recovery courses. Difference in percent scores between the prescriptive and cumulative tests and between the two environments were discussed and recommendations offered for future research. [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