A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP

Autor/in	McCollum, Travis
Titel	A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP
Quelle	(2019), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, McKendree University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3802-1
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; Academic Achievement; Teaching Methods; Elementary School Students; Grade 2; Achievement Tests; Mathematics Tests; Reading Tests; Scores; Conventional Instruction; Gender Differences; Outcomes of Education; Illinois; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Geschlechterkonflikt; Lernleistung; Schulerfolg
Abstract	This study was designed to fill the gap in knowledge due to the little research that has been conducted on the impacts of blended learning in regards to student achievement. The purpose of the study was to examine the difference in achievement scores for students in the second-grade participating in a rotation model of blended learning as compared to those participating in a traditional model of instruction. The study compared achievement scores using Measures of Academic Progress (MAP) an assessment product--from Northwest Evaluation Association (NWEA). NWEA's MAP RIT scores of two rural schools of similar size and demographics in Southern Illinois. A quantitative, quasiexperimental design was applied to answer the research questions. The sample comprised 115 students in the second grade. There were three sections of second-grade classes selected at both schools. The participants in the study were between the ages of 7-9 years old. Quantitative research allowed for the comparison of a dependent variable and an independent variable. The NWEA MAP RIT scores were the dependent variables, and the model of instruction was the independent variable for the study. The data was historical data, collected from the 2016-17 school year. SPSS software version 25.0 was used to summarize the data collected. To analyze the achievement scores between the two instructional practices, an independent samples t test was conducted. The findings from the study indicated there were statistical differences between the fall and spring assessment in mathematics and reading scores for students in the blended learning environment. The study also indicated there was not a statistical difference for male and female students between the fall and spring assessment for students being taught in the blended learning environment compared to the traditional setting. Educational stakeholders may use this study to make decisions on the adoption of educational models that are beneficial to students. [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