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The Impact of Sustained Blended Learning on Title 1 Students

Stringer, Daniel M.
http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585654108183253

Abstract Details

2020, Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, Leadership Studies and Human Resource Development.
The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first question, the difference in aggregate for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. With regard to the second question, the difference in achievement disaggregated for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. Lastly, the third question addresses what the impact gender, race and ethnicity has had on any observed difference in academic achievement resulting from a sustained rotational blended learning experience, compared to students who participated in a traditional model of instruction. These findings were supported by the literature and the theoretical framework of the study. The study analyzed student achievement scores over three years and presents the findings of the statistical tests. Finally, implications and recommendations were made for further research into blended learning and the impact on various populations.
T Michael Flick, Ph.D. (Committee Chair)
Gail F. Latta, Ph.D. (Committee Co-Chair)
William Shula, Ph.D. (Committee Member)
104 p.
Comparative; Educational Technology; Elementary Education; Middle School Education
K-12 Education; Blended Learning; Academic Achievement; Reading Comprehension; Mathematics Education

Recommended Citations

Citations

  • Stringer, D. M. (2020). The Impact of Sustained Blended Learning on Title 1 Students [Doctoral dissertation, Xavier University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585654108183253

    APA Style (7th edition)

  • Stringer, Daniel. The Impact of Sustained Blended Learning on Title 1 Students. 2020. Xavier University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585654108183253.

    MLA Style (8th edition)

  • Stringer, Daniel. "The Impact of Sustained Blended Learning on Title 1 Students." Doctoral dissertation, Xavier University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585654108183253

    Chicago Manual of Style (17th edition)

xavier1585654108183253
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© 2020, all rights reserved.
This open access ETD is published by Xavier University Leadership Studies and Human Resource Development and OhioLINK.