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The Effects of Blended Learning on A...

Oliver, Jessica Northern,

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The Effects of Blended Learning on Academic Growth for Middle School Students /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Blended Learning on Academic Growth for Middle School Students // Jessica Northern Oliver.
作者:	Oliver, Jessica Northern,
面頁冊數:	1 electronic resource (103 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
標題:	Educational tests & measurements. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10843904
ISBN:	9780438421288

The Effects of Blended Learning on Academic Growth for Middle School Students /
Oliver, Jessica Northern,

The Effects of Blended Learning on Academic Growth for Middle School Students /Jessica Northern Oliver. - 1 electronic resource (103 pages)

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

The purpose of this study was to determine if blended learning effects the academic growth of students. The study used NWEA MAP to determine if RIT scores of students in blended learning schools increased more than schools where blended learning was not a focus. In addition, the study examined the perceptions of students and teachers regarding the effectiveness of blended learning in classrooms. The study used Bright Bytes survey information to determine if students and teachers of blended learning schools perceived the method to be productive. The study then compared blended learning perceptions of students and teachers in blended schools to those students and teachers not in blended learning schools.

English

ISBN: 9780438421288Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Academic growth

The Effects of Blended Learning on Academic Growth for Middle School Students /
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520 $a The purpose of this study was to determine if blended learning effects the academic growth of students. The study used NWEA MAP to determine if RIT scores of students in blended learning schools increased more than schools where blended learning was not a focus. In addition, the study examined the perceptions of students and teachers regarding the effectiveness of blended learning in classrooms. The study used Bright Bytes survey information to determine if students and teachers of blended learning schools perceived the method to be productive. The study then compared blended learning perceptions of students and teachers in blended schools to those students and teachers not in blended learning schools.
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653 $a Mathematics
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