The Effects of Blended Learning on STEM Achievement of Elementary School Students

Autor/inn/en	Seage, Steven J.; Türegün, Mehmet
Titel	The Effects of Blended Learning on STEM Achievement of Elementary School Students
Quelle	In: International Journal of Research in Education and Science, 6 (2020) 1, S.133-140 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Blended Learning; STEM Education; Science Achievement; Elementary School Students; Instructional Effectiveness; Mathematics Achievement; Elementary School Science; Elementary School Mathematics; Grade 3; Grade 4; Grade 5; Experiential Learning; Learning Theories; Socioeconomic Status; Low Income Students; Science Education; Technology Education; Engineering Education; Mathematics Education; Teaching Methods; Florida + Suchen Sie Ihr Suchwort? STEM; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Socio-economic status; Sozioökonomischer Status; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Science, technology, engineering, and mathematics (STEM) programs serving students from low socioeconomic areas are understudied in the literature. More research studies need to be conducted to make informed instructional decisions for students who may be at a disadvantage compared to their peers from higher socioeconomic areas. The purpose of this research study was to determine the effects of traditional science instruction and blended learning on STEM achievement of elementary school students from low socioeconomic areas. Third, fourth and fifth grade students (N = 129) from a low-socioeconomic school were randomly assigned to receive traditional science instruction or a blended learning science curriculum approach. The science, technology, engineering, and mathematics (STEM) achievement scores were analyzed by conducting a one-way two-group Multiple Analysis of Variance (MANOVA) implemented in R statistical computing platform (R Core Team, 2018). The results indicated that the teaching method had a statistically significant effect on the linear combination of the science, technology, mathematics and engineering scores (F(4,124) = 80.27, p < 0.0001, Pillai's Trace = 0.721, partial ?[superscript 2] = 0.721), in favor of the blended learning approach. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01