THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM

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Rinehardt-Cline, M. (2018). THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTMICHELLE RINEHARDT-CLINE THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM (Under the direction of DR. JIM BIRD) The purpose of this experimental design study was to use quantitative research to explore the effects of the teacher-reach model of blended learning and its effectiveness on student academic achievement, student interaction levels, and development of online readiness skills. The research questions address whether students enrolled in a blended section of American History II can achieve comparable achievement growth on the North Carolina Final Exam as measured by EVAAS growth score and comparable interaction levels with content, peers, and their teacher as their peers as measured by the Student Interaction Survey as their peers in a traditional section of American History II. Another research question addresses whether students perceive improved online readiness skills after being in a blended course. Two groups of students participated in the study, and data were collected in the form of EVAAS growth scores, test scores, and survey results. There was no statistically significant difference in the academic achievement and interaction levels demonstrating that the students in the blended section did achieve comparable levels than students in the traditional section. Students in the blended section did experience improvement in the development of their online readiness skills; however, the improvement was not statistically significantly higher than students in the traditional class.

Details
Author

Rinehardt-Cline, Michelle

Title

THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM

Physical Description

1 online resource (126 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTMICHELLE RINEHARDT-CLINE THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM (Under the direction of DR. JIM BIRD) The purpose of this experimental design study was to use quantitative research to explore the effects of the teacher-reach model of blended learning and its effectiveness on student academic achievement, student interaction levels, and development of online readiness skills. The research questions address whether students enrolled in a blended section of American History II can achieve comparable achievement growth on the North Carolina Final Exam as measured by EVAAS growth score and comparable interaction levels with content, peers, and their teacher as their peers as measured by the Student Interaction Survey as their peers in a traditional section of American History II. Another research question addresses whether students perceive improved online readiness skills after being in a blended course. Two groups of students participated in the study, and data were collected in the form of EVAAS growth scores, test scores, and survey results. There was no statistically significant difference in the academic achievement and interaction levels demonstrating that the students in the blended section did achieve comparable levels than students in the traditional section. Students in the blended section did experience improvement in the development of their online readiness skills; however, the improvement was not statistically significantly higher than students in the traditional class.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Educational technology

Degree

D.Ed.

Keywords

Blended Learning
Hybrid Learning
Online Learning
Personalization

Subject Area

Educational Leadership

Advisor(s)

Bird, James

Committee Members

Wang, Chuang
Martin, Florence
Jones, Jeanneine

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

RinehardtCline_uncc_0694D_11646

Permalink

http://hdl.handle.net/20.500.13093/etd:1304