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Instructional Modalities and Progres...

Humes, Carey E.

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Instructional Modalities and Progress in Math Grades 4-6 During the Covid-19 Pandemic: A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional Modalities and Progress in Math Grades 4-6 During the Covid-19 Pandemic: A Mixed Methods Study./
作者:	Humes, Carey E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	123 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Elementary education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29396693
ISBN:	9798351473086

Instructional Modalities and Progress in Math Grades 4-6 During the Covid-19 Pandemic: A Mixed Methods Study.
Humes, Carey E.

Instructional Modalities and Progress in Math Grades 4-6 During the Covid-19 Pandemic: A Mixed Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 123 p.

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--Delaware Valley University, 2022.

This item must not be sold to any third party vendors.

This explanatory mixed-methods study explored if there was a change in student progress as measured by STAR percentile rank due to the multiple instructional modalities caused by the COVID-19 pandemic. Educational institutions had to shift to distance learning in March of 2020 due to the outbreak of COVID-19. The return to school for the 2020-2021 school year resulted in hybrid and cyber learning modality options. This study measured the impact on student progress due to these changes in instructional modalities. The researcher collected STAR Math data from a Northeastern Pennsylvania school in which students had experienced fourth grade in a traditional learning modality, fifth grade traditionally until the March 2020 COVID-19 interruption, and sixth grade in the cyber and hybrid learning modalities. Additionally, the researcher collected data from historical cohorts of students in Grades 4, 5, and 6 that were not impacted by multiple learning modalities. Descriptive and inferential statistics were analyzed to determine if there was a statistically significant difference between learning modalities and the historically traditional learning cohorts. To enhance the data, sixth-grade math teachers that had taught the cohort of students impacted by multiple learning modalities were interviewed. Overall, the findings of this study revealed that multiple learning modalities impacted the pandemic cohort's progress and that face-to-face instruction is best for learning math.

ISBN: 9798351473086Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Cyber

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