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Impact of Blended Learning on AP Mat...

Horton, Darnell M. E.

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Impact of Blended Learning on AP Math Scores.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impact of Blended Learning on AP Math Scores./
Author:	Horton, Darnell M. E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	127 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28157082
ISBN:	9798698540427

Impact of Blended Learning on AP Math Scores.
Horton, Darnell M. E.

Impact of Blended Learning on AP Math Scores. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 127 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Concordia University Texas, 2020.

This item must not be sold to any third party vendors.

Since the inception of Advanced Placement (AP) courses, highly motivated students have leveraged these classes to showcase their academic abilities to college and university recruiters. Over time, students' demographic representation in these classes has skewed to include predominantly White, Asian, and students from advantaged backgrounds. Nowhere is this lack of diversity more apparent than in AP math courses (AP Calculus AB, AP Calculus BC, and AP Statistics). The lack of representation in these courses has resulted in stagnant scores. One approach to addressing the issue of stagnant scores and the lack of under-representation currently being touted is blended learning. This study compares the effectiveness of using blended learning to traditional teaching methods in Advanced Placement math classes. This study utilized a mixed-methods research approach with data consisting of teacher survey responses, interviews with members of a school's leadership team, and AP data reviews of the selected school's AP participation and passing rates. This study's findings reveal that while blended learning is comparable to traditional teaching for the general population, it effectively improves participation rates for Hispanic students and students from low socioeconomic households. The strategies and practices explored in this study can be readily implemented in schools. Its use is especially beneficial for schools seeking to engage and enroll more minority and low-income students in their AP math courses.

ISBN: 9798698540427Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Blended learning

Impact of Blended Learning on AP Math Scores.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
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520 $a Since the inception of Advanced Placement (AP) courses, highly motivated students have leveraged these classes to showcase their academic abilities to college and university recruiters. Over time, students' demographic representation in these classes has skewed to include predominantly White, Asian, and students from advantaged backgrounds. Nowhere is this lack of diversity more apparent than in AP math courses (AP Calculus AB, AP Calculus BC, and AP Statistics). The lack of representation in these courses has resulted in stagnant scores. One approach to addressing the issue of stagnant scores and the lack of under-representation currently being touted is blended learning. This study compares the effectiveness of using blended learning to traditional teaching methods in Advanced Placement math classes. This study utilized a mixed-methods research approach with data consisting of teacher survey responses, interviews with members of a school's leadership team, and AP data reviews of the selected school's AP participation and passing rates. This study's findings reveal that while blended learning is comparable to traditional teaching for the general population, it effectively improves participation rates for Hispanic students and students from low socioeconomic households. The strategies and practices explored in this study can be readily implemented in schools. Its use is especially beneficial for schools seeking to engage and enroll more minority and low-income students in their AP math courses.
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