Date of Award

January 2019

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

Sherwood Thompson

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

Lisa N. Gannoe

Abstract

Blended learning in the secondary setting is a growing and evolving method of instructional delivery. Current research continues to focus on the post-secondary setting and often neglects the impact on student growth in the secondary settings. The combination of technology and teacher involvement to deliver high quality instruction is important in 21st century learning. This quantitative, non-experimental, causal-comparative study analyzes student growth scores on Measures of Academic Progress in the area of mathematics for 8th grade students after two consecutive years in a blended learning instructional setting as compared to 8th grade students after two consecutive years in a traditional instructional setting. Five questions were examined relating to student growth based on MAP for RIT score gain, including four questions targeting gender, race/ethnicity, lunch status, and special education setting. Results of descriptive statistics alongside an ANCOVA reveal no significant difference in overall RIT score gain (Mean Square=73.147, p>.05) or within race/ethnicity (Mean Square=23.767, p>.05), lunch status (Mean Square=30.950, p>.05), or gender (Mean Square=20.313, p>.05). Students in a special education setting did demonstrate a significant difference (Mean Square=141.979, p<.05). However, when using Levene’s Test of Equality of Error, there should be caution when interpreting the significance of the impact of blended learning in regards to special education given the small size (N=16).

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