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Blended learning vs. traditional ins...

Murray, Anthony.

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Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools./
Author:	Murray, Anthony.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	88 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10594741
ISBN:	9781369749526

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.
Murray, Anthony.

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 88 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.

This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning program where online content complements in-class teaching and allows students more control over the pace in which they learn, where they learn, and what they learn. A quasi-experimental quantitative design was used to analyze test scores on the June 2014 and June 2015 administration of the New York State Common Core Algebra I exams (Appendix B & C) for both the blended learning and the traditional learning groups. Statistical analyses was performed on the data to determine the differences in students' mean scores, as well as differences in achievement levels for various sub-groups of the sample. The study found that students in the Blended Learning group (iLearnNYC schools) did not have statistically significant greater mean scores in overall performance on Common Core Algebra I Regents exam than their peers in the Traditional Learning group (peer schools). This study also found that Students with Disability (SWD's) in the traditional learning group significantly outperformed their counterparts in the blended learning group. Additionally, there was not a significant difference for English Language Learners (ELLS) between the blended learning and the traditional groups.

ISBN: 9781369749526Subjects--Topical Terms:

3172279
Instructional design.

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: James Campbell.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.
520 $a This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning program where online content complements in-class teaching and allows students more control over the pace in which they learn, where they learn, and what they learn. A quasi-experimental quantitative design was used to analyze test scores on the June 2014 and June 2015 administration of the New York State Common Core Algebra I exams (Appendix B & C) for both the blended learning and the traditional learning groups. Statistical analyses was performed on the data to determine the differences in students' mean scores, as well as differences in achievement levels for various sub-groups of the sample. The study found that students in the Blended Learning group (iLearnNYC schools) did not have statistically significant greater mean scores in overall performance on Common Core Algebra I Regents exam than their peers in the Traditional Learning group (peer schools). This study also found that Students with Disability (SWD's) in the traditional learning group significantly outperformed their counterparts in the blended learning group. Additionally, there was not a significant difference for English Language Learners (ELLS) between the blended learning and the traditional groups.
520 $a This study concludes that other variables such as students' prior academic results, students' attendance, and teachers' experience should be considered if blended learning is to be used as a comprehensive school reform model to increase students' overall performance on state standardized math exams. Transitioning from a traditional to a blended model can produce many challenges. These challenges can relate primarily to faculty and learner time; level of effort; familiarity, skill, and comfort-level with online platform (Lotrecchiano et al., 2013).
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