An Examination of Blended Learning and the Traditional Classroom Using Achievement Scores

An Examination of Blended Learning and the Traditional Classroom Using Achievement Scores by Brandy Hiett Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University December 2016 Abstract Although varying models of blended learning are being adopted in schools, research on the effect of blended learning on students in different subjects and grade levels has not been examined. This naturalistic, quasi-experimental study examined the effect of the rotation model of blended learning at the middle school level on students’ language arts performance to determine how the rotation model of blended learning compares to the traditional model of learning. The study’s theoretical framework consisted of Mayer’s cognitive theory of multimedia learning and Bloom’s theory of mastery learning. The population consisted of 979 non-Title 1, Georgia public middle school students within the same middle school in a metropolitan school district during the 2013-2014 school year. The sample size was 237 sixth graders, 255 seventh graders, and 272 eighth graders. The specific data collected were Criteria Referenced Competency Test (CRCT) scores for all sample students. Data analysis consisted of both stepwise multiple regression and twoway ANOVA. The study found no significant difference in academic achievement of special education or regular education students. However, gifted students who participated in the blended model of instruction performed at a lower level than those who participated in the traditional model of instruction. Educational stakeholders may use this study, and others like it, to make decisions on the adoption of educational models at the middle school level that are beneficial, as well as to avoid models for subgroups that might be harmful.Although varying models of blended learning are being adopted in schools, research on the effect of blended learning on students in different subjects and grade levels has not been examined. This naturalistic, quasi-experimental study examined the effect of the rotation model of blended learning at the middle school level on students’ language arts performance to determine how the rotation model of blended learning compares to the traditional model of learning. The study’s theoretical framework consisted of Mayer’s cognitive theory of multimedia learning and Bloom’s theory of mastery learning. The population consisted of 979 non-Title 1, Georgia public middle school students within the same middle school in a metropolitan school district during the 2013-2014 school year. The sample size was 237 sixth graders, 255 seventh graders, and 272 eighth graders. The specific data collected were Criteria Referenced Competency Test (CRCT) scores for all sample students. Data analysis consisted of both stepwise multiple regression and twoway ANOVA. The study found no significant difference in academic achievement of special education or regular education students. However, gifted students who participated in the blended model of instruction performed at a lower level than those who participated in the traditional model of instruction. Educational stakeholders may use this study, and others like it, to make decisions on the adoption of educational models at the middle school level that are beneficial, as well as to avoid models for subgroups that might be harmful. An Examination of Blended Learning and the Traditional Classroom Using Achievement Scores by Brandy Hiett Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University December 2016 Dedication My husband is the greatest man I have ever known. We have walked the PhD journey together, and I could not have done it without him. We have juggled the tasks of parenting, careers, homemaking, and life together to get to this point. I love you more than you can know! Acknowledgments I praise God for the strength and endurance that this journey has taken. Thank you to my family. I could not have achieved this accomplishment if it had not been for you. My husband has been my support and endurance though this journey. My three children have watched my husband and I work through the PhD journey. My mom has helped us find the time it takes to accomplish the required work. I love you all! Thank you to Dr. Foshay and Dr. Bauder! You have worked diligently to get me through this dissertation process. I have learned so much through your guidance. I could not have accomplished this without you.