東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Blended learning vs. traditional ins...

Murray, Anthony.

FindBook

Google Book

Amazon

博客來

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools./
作者:	Murray, Anthony.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	88 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10594741
ISBN:	9781369749526

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.
Murray, Anthony.

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 88 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.

This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning program where online content complements in-class teaching and allows students more control over the pace in which they learn, where they learn, and what they learn. A quasi-experimental quantitative design was used to analyze test scores on the June 2014 and June 2015 administration of the New York State Common Core Algebra I exams (Appendix B & C) for both the blended learning and the traditional learning groups. Statistical analyses was performed on the data to determine the differences in students' mean scores, as well as differences in achievement levels for various sub-groups of the sample. The study found that students in the Blended Learning group (iLearnNYC schools) did not have statistically significant greater mean scores in overall performance on Common Core Algebra I Regents exam than their peers in the Traditional Learning group (peer schools). This study also found that Students with Disability (SWD's) in the traditional learning group significantly outperformed their counterparts in the blended learning group. Additionally, there was not a significant difference for English Language Learners (ELLS) between the blended learning and the traditional groups.

ISBN: 9781369749526Subjects--Topical Terms:

3172279
Instructional design.

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.
LDR:03121nmm a2200313 4500 001 2123916
005 20171010112655.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369749526
035 $a (MiAaPQ)AAI10594741
035 $a AAI10594741
040 $a MiAaPQ $c MiAaPQ
100 1 $a Murray, Anthony. $3 3285867
245 1 0 $a Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 88 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: James Campbell.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.
520 $a This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning program where online content complements in-class teaching and allows students more control over the pace in which they learn, where they learn, and what they learn. A quasi-experimental quantitative design was used to analyze test scores on the June 2014 and June 2015 administration of the New York State Common Core Algebra I exams (Appendix B & C) for both the blended learning and the traditional learning groups. Statistical analyses was performed on the data to determine the differences in students' mean scores, as well as differences in achievement levels for various sub-groups of the sample. The study found that students in the Blended Learning group (iLearnNYC schools) did not have statistically significant greater mean scores in overall performance on Common Core Algebra I Regents exam than their peers in the Traditional Learning group (peer schools). This study also found that Students with Disability (SWD's) in the traditional learning group significantly outperformed their counterparts in the blended learning group. Additionally, there was not a significant difference for English Language Learners (ELLS) between the blended learning and the traditional groups.
520 $a This study concludes that other variables such as students' prior academic results, students' attendance, and teachers' experience should be considered if blended learning is to be used as a comprehensive school reform model to increase students' overall performance on state standardized math exams. Transitioning from a traditional to a blended model can produce many challenges. These challenges can relate primarily to faculty and learner time; level of effort; familiarity, skill, and comfort-level with online platform (Lotrecchiano et al., 2013).
590 $a School code: 1334.
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
650 4 $a Mathematics education. $3 641129
690 $a 0447
690 $a 0710
690 $a 0280
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1251163
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 1334
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10594741