Dissertation/Thesis Abstract

Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students
by Belanger, Michael Paul, Ed.D., Grand Canyon University, 2018, 173; 10846299
Abstract (Summary)

Innovative instructional strategies, including online and blended learning, are meeting the needs of an increasingly technological environment. While effective in higher and secondary education, these approaches have not been adequately studied at the elementary level. This quantitative study was to understand whether differences existed in PARCC 2015 scores based on instructional modality, and the interaction between gender and instructional modality among fourth and fifth grade students. Using an ANOVA, the first main effect of modality was significant at the 95% confidence level, F(1, 166) = 7.05, p = .009, ηp2 = 0.04, indicating significant differences in 170 PARCC math scores by modality. This indicated a positive medium effect with the scores significantly higher in the traditional classroom modality (M= 743.29, SD= 25.11) than in the blended earning classroom modality ( M=731.74, SD= 33.20). The second main effect, gender, was not significant at the 95% confidence level, F(1, 166) = 1.47, p = .227, indicating no significant differences in 170 PARCC math scores by gender. Finally, the interaction effect between modality and gender was not significant at the 95% confidence level, F(1, 166) = 0.01, p = .928, indicating that a medium effect of modality type on 170 math scores did not differ by gender. Additionally, the researcher explored the effects of separating by grade level. Using an ANCOVA, the researcher compared PARCC math scores and separate grade levels, since both fourth graders and fifth graders were included in the sample. Results of the ANCOVA indicated that in a test of effects by grade level, F(1, 165) = .620, and p = .432, a medium effect of grade level on 170 math scores held no statistical significance.

Indexing (document details)
Advisor: Damond, Twyla
Commitee: Kwagyan, John, Perot, Yvonne
School: Grand Canyon University
Department: College of Doctoral Studies
School Location: United States -- Arizona
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Elementary education
Keywords: Blended learning, Causal-comparative, Elementary, Modality, PARCC scores, Quantitative
Publication Number: 10846299
ISBN: 978-0-438-28244-5
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