A Comparison Study of High School Math Student Performance and Perceptions between Blended and Online Learning

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Fall 2018

Abstract

The researcher conducted a quantitative study to compare the differences in scores on prescriptive and cumulative tests of high school math students between blended and online learning instructional settings. The researcher collected archival data from the district where students participated in blended or online learning instructional settings from 2008-2018. Participants included students who took one or more required high school math courses for the purposes of credit recovery. The prescriptive test, which built the needed math course based on student responses, was taken at the beginning of the course. Upon completion of the course, students took a cumulative test. Differences in percent scores were sought to help determine which environment was most effective for students. Report card grades were also used to determine whether a relationship existed between student performance and instructional settings. A web-based learning instrument was modified for this study to measure students' perceptions of the two learning environments. Students who previously took an online or blended course using the software program, Edgenuity, were given the opportunity to take the survey. The purpose of this quasi-experimental pre and posttest study with additional student surveys was to determine whether the blended or online learning setting was the most effective approach of technology use in high school math credit recovery courses. Difference in percent scores between the prescriptive and cumulative tests and between the two environments were discussed and recommendations offered for future research.

Advisor

Sherri Colby

Subject Categories

Education | Secondary Education

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