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A Quantitative Comparative Study of ...

Owens, Susan T.

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A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom./
作者:	Owens, Susan T.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634672
ISBN:	9780355303988

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.
Owens, Susan T.

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 109 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Abstract Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores between traditional and blended learning methods using a connectivist theoretical framework. The specific problem addressed was mathematic achievement in the United States has continued to fall behind other countries and female secondary math students often differ from their male counterparts in self-efficacy, anxiety, achievement, and confidence and demonstrate higher anxiety levels and lower levels of performance and confidence. Archival data for 228 student records were collected from eight school districts and private schools across the U.S. through the recruitment of school district superintendents provided AP Statistics examination scores, instructional modality, and gender. A comparative analysis using a two-way ANOVA for both hypothesis 1 and 2 indicated a significant difference between blended instructional modality and traditional instructional modality ( p= .038), and a significant difference between males and females in AP Statistics exam scores (p=.018). Two recommendations for practice were for educational leadership to encourage (a) a blended modality of teaching into the classroom, and (b) teaching methods that reduce student anxiety and increase student self-efficacy. Recommendations for future research included (a) a causal comparative study examining if a blended modality reduces math anxiety in female students, (b) a quantitative correlational study examining the impact of various teaching modalities on math anxiety by gender and achievement levels, and (c) a larger sample quantitative design to consider the effect of online learning and student achievement by gender.

ISBN: 9780355303988Subjects--Topical Terms:

3172279
Instructional design.

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.
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