The Effects Of Rotational Blended Learning On Course Grades In High School Credit Recovery Math I And English I Courses

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The Effects of Rotational Blended Learning on Course Grades in High School Credit Recovery Math I and English I Courses

Author : Jarrod S. Dennis
Publisher :
ISBN 13 :
Total Pages : 95 pages
Book Rating : 4.:/5 (116 download)

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Book Synopsis The Effects of Rotational Blended Learning on Course Grades in High School Credit Recovery Math I and English I Courses by : Jarrod S. Dennis

Download or read book The Effects of Rotational Blended Learning on Course Grades in High School Credit Recovery Math I and English I Courses written by Jarrod S. Dennis and published by . This book was released on 2020 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the increasing popularity of using online and blended technology to recover lost initial credit, there has been limited research as to the effectiveness of online only credit recovery models, and the effectiveness of blended learning models, especially in secondary public education. This study is important in that it analyzes which method of content delivery is most effective for a particular population. The purpose of this causal-comparative study was to determine if there were any statistical differences in the individual final numerical course grades of students taking online only credit recovery English I and Math I classes, and students taking the same credit recovery classes in a rotational blended learning environment. This study used an independent samples t-test, and descriptive statistics to compare archival data from high school students in a rural North Carolina county who took online only, or blended credit recovery classes, during the 2017-2018 and 2018-2019 academic years. After the t-test was administered, it was determined that there were statistically significant differences in the final course grades of students taking online only credit recovery classes, and blended credit recovery classes using a blended rotational model for both Math I and English I classes. Students taking rotational blended classes had significantly higher means for their final numerical grades as compared to students taking online only classes for both Math I and English I. Future studies should include teacher perceptions of online and blended credit recovery, student motivation using these models, and larger sample sizes comparing different demographics of students.

The Effects of Data-driven Instructional Leadership on Student Achievement

Author : Jarrod S. Dennis
Publisher :
ISBN 13 :
Total Pages : 95 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis The Effects of Data-driven Instructional Leadership on Student Achievement by : Jarrod S. Dennis

Download or read book The Effects of Data-driven Instructional Leadership on Student Achievement written by Jarrod S. Dennis and published by . This book was released on 2020 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the increasing popularity of using online and blended technology to recover lost initial credit, there has been limited research as to the effectiveness of online only credit recovery models, and the effectiveness of blended learning models, especially in secondary public education. This study is important in that it analyzes which method of content delivery is most effective for a particular population. The purpose of this causal-comparative study was to determine if there were any statistical differences in the individual final numerical course grades of students taking online only credit recovery English I and Math I classes, and students taking the same credit recovery classes in a rotational blended learning environment. This study used an independent samples t-test, and descriptive statistics to compare archival data from high school students in a rural North Carolina county who took online only, or blended credit recovery classes, during the 2017-2018 and 2018-2019 academic years. After the t-test was administered, it was determined that there were statistically significant differences in the final course grades of students taking online only credit recovery classes, and blended credit recovery classes using a blended rotational model for both Math I and English I classes. Students taking rotational blended classes had significantly higher means for their final numerical grades as compared to students taking online only classes for both Math I and English I. Future studies should include teacher perceptions of online and blended credit recovery, student motivation using these models, and larger sample sizes comparing different demographics of students.

Blended Learning

Author : Anthony G. Picciano
Publisher : Routledge
ISBN 13 : 1000451461
Total Pages : 354 pages
Book Rating : 4.0/5 (4 download)

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Book Synopsis Blended Learning by : Anthony G. Picciano

Download or read book Blended Learning written by Anthony G. Picciano and published by Routledge. This book was released on 2021-09-28 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.

Examining the Effects of Blended Learning for Ninth Grade Students who Struggle with Math

Author : Staci Bolley
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (865 download)

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Book Synopsis Examining the Effects of Blended Learning for Ninth Grade Students who Struggle with Math by : Staci Bolley

Download or read book Examining the Effects of Blended Learning for Ninth Grade Students who Struggle with Math written by Staci Bolley and published by . This book was released on 2013 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate. Some students must take as many as four remedial courses before they are considered college ready. Studies report that between 60% and 70% of students placed into remedial math classes either do not successfully complete the sequence of required courses or avoid taking math altogether and therefore never graduate (Bailey, Jeong, & Cho, 2010). This study compared three low-level freshman math classes in one Arizona high school. The purpose of this study was to implement an innovative learning intervention to find out if there was a causal relationship between the addition of technology with instruction in a blended learning environment and performance in math. The intervention measured growth (pre- and posttest) and grade-level achievement (district-provided benchmark test) in three Foundations of Algebra classes. The three classes ranged on a continuum with the use of technology and personalized instruction. Additionally, focus groups were conducted to better understand the challenges this population of students face when learning math. The changes in classroom practices showed no statistical significance on the student outcomes achieved. Students in a blended online environment learned the Foundations of Algebra concepts similarly to their counterparts in a traditional, face-to-face learning environment.

Lessons Learned from Blended Programs

Author : Richard E. Ferdig
Publisher :
ISBN 13 : 9780988423312
Total Pages : pages
Book Rating : 4.4/5 (233 download)

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Book Synopsis Lessons Learned from Blended Programs by : Richard E. Ferdig

Download or read book Lessons Learned from Blended Programs written by Richard E. Ferdig and published by . This book was released on 2012-10-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Blended

Author : Michael B. Horn
Publisher : John Wiley & Sons
ISBN 13 : 111941329X
Total Pages : 336 pages
Book Rating : 4.1/5 (194 download)

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Book Synopsis Blended by : Michael B. Horn

Download or read book Blended written by Michael B. Horn and published by John Wiley & Sons. This book was released on 2017-11-06 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigate the transition to blended learning with this practical field guide Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along with essential advice that provides the expertise necessary to build the next generation of K-12 learning environments. Leaders, teachers, and other stakeholders will gain valuable insight into the process of using online learning to the greatest benefit of students, while avoiding missteps and potential pitfalls. If online learning has not already rocked your local school, it will soon. Blended learning is one of the hottest trends in education right now, and educators are clamoring for "how-to" guidance. Blended answers the call by providing detailed information about the strategy, design, and implementation of a successful blended learning program. Discover a useful framework for implementing blended learning Unlock the benefits and mitigate the risks of online learning Find answers to the most commonly asked questions surrounding blended learning Create a more student-centered system that functions as a positive force across grade levels Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real-world school, with expert advice for making the transition smoother for students, parents, and teachers alike. For educational leaders seeking more student-centered schools, Blended provides the definitive roadmap.

The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context

Author : Terry Chaney
Publisher :
ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.:/5 (984 download)

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Book Synopsis The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context by : Terry Chaney

Download or read book The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context written by Terry Chaney and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the research regarding K-12 education. Even less attention has been given to blended learning in charter school K-12 education. Framed within Vygotsky’s theory of social development, the purpose of this causal-comparative research study was to determine if there were any significant differences when comparing charter school students who participated in a blended learning approach to reading and math with students who studied the two subjects in fully online classes and with students who studied them in traditional classrooms with no online learning. The design was causal-comparative with a nonrandomized control group. The study compared the archived 2014 State of Texas Assessments of Academic Readiness scores of 1797-2298 students in one charter management organization: students in a blended learning environment, students who received traditional classroom instruction, and students who used fully online learning. Analysis of Variance (ANOVA) was used in combination with appropriate post-hoc comparisons to evaluate group means. The study determined that there is not a statistically significant relationship between traditional, blended, and fully online students and math scores, nor between traditional and blended learning students and reading scores. However, there was a statistically significant relationship between fully online students and higher reading scores.

Blended Learning in Context

Author : Shannon Jennifer Verrett
Publisher :
ISBN 13 :
Total Pages : 131 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis Blended Learning in Context by : Shannon Jennifer Verrett

Download or read book Blended Learning in Context written by Shannon Jennifer Verrett and published by . This book was released on 2015 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative research study was to determine whether or not adopting a school-wide math blended learning (MBL) model led to significant differences in the Algebra I math standardized test scores on the California Standards Test (CST), between underrepresented minority students from Title I high schools in Los Angeles who had a school-wide MBL program during the 2011-2012 school year compared to underrepresented minority students from Title I high schools who did not have a school-wide MBL program. This study focused on the efficacy of the math intervention program, and was intended to further research in the area of blended learning. An one-way Analysis of Variance (ANOVA) data analysis technique was utilized and an alpha level of .05 was set as the criterion for the level of significance. Archived pre-existing standardized test data was collected from the 2011-2012 school year. The sample size consisted of the mean Algebra I CST test scores from African-American and Latino 9th grade students from 14 different Title I high schools in Los Angeles, CA. Select Title I high schools were matched to a comparison group of Title I high schools based on gender, ethnicity, and charter school designation. The results from hypotheses one, two, three, four, and five reflect that female and male African-American and Latino students who attended a Title I high school with a school-wide MBL program had a statistically significant difference in Algebra I scores compared to the students who did not. Hypothesis six indicated that there was not a statistically significant difference in Algebra I scores of students who attended Title I charter high schools compared to students who attended Title I non-charter high schools. For hypotheses one, two, three, four, and five the trend was in favor of the MBL programs. Overall, the statistical analysis indicated that there was strong evidence that MBL programs had a significant positive impact on the Algebra I test scores of all of the students who attended Title I high schools with a school-wide MBL program as compared to the students who attended a Title I high school without a school-wide MBL program.

Getting Started with Blended Learning

Author : William Kist
Publisher : ASCD
ISBN 13 : 1416621229
Total Pages : 55 pages
Book Rating : 4.4/5 (166 download)

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Book Synopsis Getting Started with Blended Learning by : William Kist

Download or read book Getting Started with Blended Learning written by William Kist and published by ASCD. This book was released on 2015-09-28 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do you want to incorporate purposeful and effective online learning into your classes but aren’t sure where to begin? Here’s the perfect introductory guide to planning a hybrid class for grades 4–12. Author and educator William Kist enthusiastically advocates for blended learning as he explains how to * Navigate the technical details of Internet access and learning management systems. * Decide which learning experiences are best delivered online and which should be saved for face-to-face instruction. * Organize your online space for maximum effectiveness, respond to your students, and structure online discussions that are most beneficial for students. * Evaluate the design of your blended instruction, and refine it for the next class. No matter what subject you teach, Getting Started with Blended Learning can help you develop the skills and confidence to introduce students to this engaging way of learning.

Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns

Author : Clayton M. Christensen
Publisher : McGraw Hill Professional
ISBN 13 : 0071759107
Total Pages : 273 pages
Book Rating : 4.0/5 (717 download)

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Book Synopsis Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns by : Clayton M. Christensen

Download or read book Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns written by Clayton M. Christensen and published by McGraw Hill Professional. This book was released on 2010-09-17 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education. "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." —Joel Klein, Chancellor of the New York City Department of Education "A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education." —Jim Collins, bestselling author of Good to Great “Just as iTunes revolutionized the music industry, technology has the potential to transform education in America so that every one of the nation’s 50 million students receives a high quality education. Disrupting Class is a must-read, as it shows us how we can blaze that trail toward transformation.” —Jeb Bush, former Governor of Florida According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need "disruptive innovation." Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of "disruptive" change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how: Customized learning will help many more students succeed in school Student-centric classrooms will increase the demand for new technology Computers must be disruptively deployed to every student Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform We can compete in the global classroom-and get ahead in the global market Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session.

Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students

Author : Jessica Heppen
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students by : Jessica Heppen

Download or read book Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students written by Jessica Heppen and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is an efficacy trial funded by a grant from the Institute of Education Sciences (IES) National Center for Education Research (NCER). Fifteen CPS high schools are receiving funding to implement two Algebra I credit recovery courses during the summer sessions of 2011 and 2012--one online and one face-to-face (f2f). These courses allow students to recover a 1/2 credit of Algebra I. The study is designed to address a set of research questions that address the following specific aims: (1) To test the efficacy of online Algebra I for credit recovery, compared with standard f2f Algebra I for credit recovery; (2) To determine the supporting classroom conditions under which online Algebra I for credit recovery yields higher efficacy; (3) To gauge the extent to which credit recovery can help at-risk students get back on track, relative to students who passed Algebra I in 9th grade; and (4) To gauge the effects of expanding summer credit recovery options through online courses. In this paper, the authors will focus on the impact of taking online Algebra I for credit recovery on shortterm outcomes for the first cohort of ninth-graders. These include credit attainment in the course and scores on an end-of-course algebra test and on the PLAN assessment (a standardized pre-ACT taken in fall of grade 10). Over the course of this 4-year study, we will continue to follow the first cohort of students, as well as a second cohort, through high school to examine long-term effects on future test scores, course-taking and likelihood of dropout. (Contains 1 table.).

The Impact of Sustained Blended Learning on Title 1 Students

Author : Daniel M. Stringer
Publisher :
ISBN 13 :
Total Pages : 104 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis The Impact of Sustained Blended Learning on Title 1 Students by : Daniel M. Stringer

Download or read book The Impact of Sustained Blended Learning on Title 1 Students written by Daniel M. Stringer and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first question, the difference in aggregate for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. With regard to the second question, the difference in achievement disaggregated for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. Lastly, the third question addresses what the impact gender, race and ethnicity has had on any observed difference in academic achievement resulting from a sustained rotational blended learning experience, compared to students who participated in a traditional model of instruction. These findings were supported by the literature and the theoretical framework of the study. The study analyzed student achievement scores over three years and presents the findings of the statistical tests. Finally, implications and recommendations were made for further research into blended learning and the impact on various populations.

Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders

Author : Jessica Heppen
Publisher :
ISBN 13 :
Total Pages : 12 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders by : Jessica Heppen

Download or read book Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders written by Jessica Heppen and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The consequences of failing core academic courses during the first year of high school are dire. In the Chicago Public Schools (CPS), only about one-fifth of off-track freshmen--students who fail more than one semester of a core academic course and/or fail to earn enough credits to be promoted to 10th grade--graduate high school, compared with over 80% of on-track freshmen (Allensworth & Easton, 2005, 2007). Failure of Algebra I is particularly problematic. In CPS, only 13% of students who fail both semesters of Algebra I in 9th grade graduate in 4 years, and the largest share of 9th grade algebra failures occur in the second semester of the course. Elucidating the ways that students can get back on track is of the utmost policy importance. Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). As schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery. Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design, implementation, and results of a randomized control trial that was designed to address this gap. The primary intent of the proposed paper is to share findings to date for the two cohorts of students who participated in two Algebra I credit recovery courses (one online and one face-to-face) as part of this trial--first time freshmen in 2010-11 at 15 CPS high schools and first-time freshmen at 13 CPS high schools in 2011-12. Tables and figures are appended.

Within the STEM Framework

Author : Thanh-Thuy Nguyen
Publisher :
ISBN 13 :
Total Pages : 266 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis Within the STEM Framework by : Thanh-Thuy Nguyen

Download or read book Within the STEM Framework written by Thanh-Thuy Nguyen and published by . This book was released on 2019 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional courses that utilize formal instruction provide a structured learning environment for students, though lacking authentic learning experiences and connections to material that is provided through informal instructional settings. Blended learning methods utilize both formal and informal learning to enhance student learning. Implementing blended learning methods can improve student course performance, development of connections with material, and retention of course concepts. This study investigated the impact of blended learning methods on course performance of students enrolled in college algebra courses and student perspectives on the STEM Resource Center (SRC), an informal learning setting at a private, co-ed, historically Black 4-year research university in the southeast United States. The study found that the informal learning setting (SRC attendance) positively impacted the participants’ course pre to posttest performance. Of participants who attended the SRC, perspective data revealed services contributed to feelings of a better course grade, increase in confidence, and perceptions of effective services from the SRC supporting continued attendance of the SRC. Of the participants who did not visit the SRC, perspective data revealed feelings that SRC attendance would have helped increase course understanding and the desire to visit the SRC in the future. Past tutoring experience influenced participant decisions to visit the SRC.

The Effects of Blended Learning Instructional Strategies and the Impact on Biology End of Course Exam Scores

Author : Marcus S. Asquith
Publisher :
ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.:/5 (81 download)

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Book Synopsis The Effects of Blended Learning Instructional Strategies and the Impact on Biology End of Course Exam Scores by : Marcus S. Asquith

Download or read book The Effects of Blended Learning Instructional Strategies and the Impact on Biology End of Course Exam Scores written by Marcus S. Asquith and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this study, a post-post pre experimental on the effectiveness of blended learning in comparison to traditional teaching styles and the impact on spring 2011 Missouri Biology End of Course Exam scores at ABC high school. There were 264 students that took the Biology EOC exam. 142 students were exposed to traditional teaching environment and 122 were exposed to a blended teaching environment using the Blackboard platform." ... [taken from abstract].

An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achivement in High Performing High School Environments

Download An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achivement in High Performing High School Environments PDF Online Free

Author : Michael Cady
Publisher :
ISBN 13 :
Total Pages : 212 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achivement in High Performing High School Environments by : Michael Cady

Download or read book An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achivement in High Performing High School Environments written by Michael Cady and published by . This book was released on 2018 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of a blended learning model incorporating an Intelligent Tutoring System (ITS) on mathematics growth and achievement of ninth grade students in high performing high schools. The research questions of this study focused the analysis on the variables of fidelity of implementation as measured by student time logged in the ITS, past performance, course enrollment, and demographic categories in relation to student performance on standardized measures. A quasi-experimental, pretest, posttest, control design was utilized comparing the performance of students from four suburban high schools in relation to the application of a blended learning treatment utilizing the Cognitive Tutor intelligent tutoring software. Eighth grade mathematics pretest (Measures of Academic Progress) and ninth grade mathematics posttest (ACT Aspire) results were used to gauge student growth and achievement over the 2015–16 school year. An ANCOVA was utilized to examine the effect of the treatment on participants while controlling for pretest scores and found the model to account for 5% of the variance of posttest scores (eta squared = 0.05). An independent samples t-test revealed negligible differences in mean posttest achievement between groups and higher growth for the control group (z = 0.2) than the treatment (z = –0.1). Correlation testing revealed that student time logged into the software was unrelated to posttest achievement or standardized growth scores. Descriptive statistics indicated a low level of implementation with 23% of treatment participants meeting recommended benchmarks for use of the software. Past performance was examined using pretest scores to categorize participants in quartiles. Correlation testing revealed a significant correlation with small to medium negative effects for the interaction of the treatment, posttest, and standardized growth scores for students in the second, third, and fourth quartiles (r2 = –0.121 to –0.317). The findings in this study suggest the efficacy of blended learning models incorporating the use of an ITS may hinge upon fidelity of implementation and alignment with high quality instruction. A hypothetical Blended Learning-Intelligent Tutoring System (BL-ITS) instructional framework is presented to support efficacy of implementation of these models.

Implementing Student-Level Random Assignment During Summer School

Author : Jessica Heppen
Publisher :
ISBN 13 :
Total Pages : 6 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Implementing Student-Level Random Assignment During Summer School by : Jessica Heppen

Download or read book Implementing Student-Level Random Assignment During Summer School written by Jessica Heppen and published by . This book was released on 2011 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery: more than half of respondents from a national survey of administrators from 2,500 school districts reported using online learning in their schools for credit recovery, with just over a fifth (22%) reporting "wide use" of online learning for this purpose (Greaves & Hayes, 2008). Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design and initial implementation of a randomized control trial that was designed to strengthen the evidence base surrounding online courses used for credit recovery. This study is testing: (1) the impact of online Algebra I for credit recovery against the standard face-to-face (f2f) version of the course and (2) the effects of offering expanded credit recovery options with online algebra, relative to business as usual (i.e., the summer programming that schools would offer in the absence of efforts to expand credit recovery). The setting will be Chicago Public Schools (CPS) high schools with freshman Algebra I failure rates of 20% or higher. The target students for this study are first-time freshmen who failed Algebra IB but passed the first semester. The study is first being implemented in summer 2011, and the authors will describe the study design and report on the implementation of the first summer cohort, including challenges and lesson learned from expanding access to credit recovery courses for at-risk students and conducting random assignment "on the spot" as students show up to take summer classes. The paper will also describe methods for measuring student participation and engagement in online courses, including interactions with online teachers, online students and in-class mentors.