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Blended Learning vs. Face-to-Face In...

Briggs, Kenneth C.

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Blended Learning vs. Face-to-Face Instruction: A Quantitative Evaluation of Student Achievement in Algebra I.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Blended Learning vs. Face-to-Face Instruction: A Quantitative Evaluation of Student Achievement in Algebra I./
Author:	Briggs, Kenneth C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665460
ISBN:	9781321380088

Blended Learning vs. Face-to-Face Instruction: A Quantitative Evaluation of Student Achievement in Algebra I.
Briggs, Kenneth C.

Blended Learning vs. Face-to-Face Instruction: A Quantitative Evaluation of Student Achievement in Algebra I. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 151 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2014.

A review of student achievement data published by the Pennsylvania Department of Education revealed that secondary students who participated in online learning underperformed in mathematics when compared to traditionally educated peers. This current study addressed the problem of ineffective online instruction in secondary mathematics. The study population consisted of 9th and 10th grade Algebra I students in a Pennsylvania public high school. The sample consisted of students in existing Algebra I classes. The purpose of this quantitative study was to evaluate the effectiveness of a rotational model of blended learning as implemented in an Algebra I course offered in a Pennsylvania public high school. This was accomplished using academic achievement data to compare blended learning to traditional instruction. The first of two research questions explored differences in mean mathematics achievement growth between the sample and control groups. This was accomplished by comparing group mean achievement growth as calculated from pre-test/post-test scores. Results of a Mann-Whitney U-test indicated no significant difference (Z = -1.724, P >.05) between the mean growth scores of the two groups. The second question explored differences in overall student achievement between the groups. This was accomplished by analyzing Algebra I Keystone Exam scores using PVAAS scores as a covariant. The results of an ANCOVA test found no significant difference (F = 1.929, P > .05) in mean Keystone scores between the groups. Overall results indicated no significant difference in mathematics achievement when the blended learning group was compared to the traditional instruction group. These findings differ from those generally associated with Pennsylvania online learning and, as such, encourage further research on K-12 blended learning.

ISBN: 9781321380088Subjects--Topical Terms:

684418
Curriculum development.

Blended Learning vs. Face-to-Face Instruction: A Quantitative Evaluation of Student Achievement in Algebra I.
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