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.

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.

Download or read book Basics of E Learning Revisited written by Manjit Sekhon and published by American Society for Training and Development. This book was released on 2014 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proliferation of e-learning in recent years has made it the immediate answer to many training and development challenges. In addition to budget and time constraints, there are still a number of other factors at play when determining which method of training is best for the situation at hand, among them tracking and reporting challenges, and regulatory and compliance requirements. April’s Infoline, “Basics of E-Learning Revisited,” provides an overview of the evolution of e-learning as well as practical guidance on how to reach learning solution decisions. In this Infoline, you will learn: • common e-learning traps • considerations when designing e-learning modules, specifically when doing so for continuing professional education certification • tips on deciding whether to buy from vendors or develop your own e-learning solution • e-learning competencies.

Download or read book The Handbook of Blended Learning written by Curtis J. Bonk and published by Wiley + ORM. This book was released on 2012-06-29 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive resource highlights the most recent practices and trends in blended learning from a global perspective and provides targeted information for specific blended learning situations. You'll find examples of learning options that combine face-to-face instruction with online learning in the workplace, more formal academic settings, and the military. Across these environments, the book focuses on real-world practices and includes contributors from a broad range of fields including trainers, consultants, professors, university presidents, distance-learning center directors, learning strategists and evangelists, general managers of learning, CEOs, chancellors, deans, and directors of global talent and organizational development. This diversity and breadth will help you understand the wide range of possibilities available when designing blended learning environments. Order your copy today!

Download or read book The Effects of Blended Learning on Academic Growth for Middle School Students written by Jessica Northern Oliver and published by . This book was released on 2018 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Effects of Hands on Equations on Math Achievement of Ninth Grade Students written by Chauncey Andrice Scott and published by . This book was released on 2019 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year, ninth-grade students across the United States of America fail to meet the national standards in mathematics. Students struggle to grasp the concepts needed to produce correct answers to math problems. Ninth grade students with disabilities, especially in the southeastern region of the United States, consistently fail the math portion of the Georgia Milestones Test. As a response to this problem in Georgia, Hands-On Equations by Henry Borenson represents a possible solution for many students failing to meet the standard in ninth grade mathematics. The purpose of this quantitative causal-comparative study was to examine the difference between the mathematics achievement of ninth-grade students with and without disabilities in a high school in Southeastern Georgia who received instruction with Hands-On Equations versus those who received instruction without the use of Hands-On Equations. The data used were historical data from the 2016 school year. One group of students participated in instruction using Hands-On Equations while another group received traditional teaching methods without the use of the Hands-On Equations. The participating schools were urban schools located in the Southeastern part of Georgia. Most of the students were African American, and the schools were 100% free lunch. An analysis of covariance (ANCOVA) generated comparative data. The results related to Hypothesis H01 and H03 indicated that there was a significant difference in the mathematics achievement scores for ninth-grade students with or without disabilities who received instruction with Hands-on Equations. However, results related to hypothesis H02 indicated that there was no statistically significant difference in mathematics achievement scores for ninth-grade students who did or did not receive instruction using Hands-on Equations.

Download or read book Effectiveness of Blended Learning in a Rural Alternative School Setting written by Robin Skelton and published by . This book was released on 2017 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this non-experimental, causal-comparative study was to examine the impact of a blended learning format on the academic achievement of at-risk 9 - 12 grade students in a rural Northeast Georgia school system. After obtaining IRB approval and district curriculum director and superintendent approval, data was obtained for evaluation. Student Georgia Criterion Referenced Competency Test (CRCT) eighth-grade scores from the content areas of math, language arts, science, and social studies were obtained and served to control for previous achievement. Students in the control group received instruction in the traditional face-to-face classroom with content instruction designed and provided by the classroom instructor. Students in the experimental group received content instruction through online programming with supplemental support from the alternative school instructor. At the conclusion of each semester, students were tested using the Georgia End-of-Course Test (EOCT) corresponding to each class completed. Results were statistically analyzed with an ANCOVA for each content area. Findings indicated that student performance is positively influenced by the academic areas of language arts, science, and social studies for students enrolled in blended learning programming. Conversely, student performance increased for the area of math when instruction was provided in the traditional face-to-face learning format. Results are reported, and implications for future research are provided.

Download or read book Blended Learning in Grades 4 12 written by Catlin R. Tucker and published by Corwin Press. This book was released on 2012-06-13 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comes at the right time with answers for teachers, principals, and schools who want to be on the cutting edge of the effective use of technology, the internet, and teacher pedagogy.

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.

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.

Download or read book e Learning and the Science of Instruction written by Ruth C. Clark and published by John Wiley & Sons. This book was released on 2016-02-19 with total page 507 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students. Co-authored by the most productive instructional research scientist in the world, Dr. Richard E. Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery. Get up to date on the latest e-learning research Adopt best practices for communicating information effectively Use evidence-based techniques to engage your learners Replace popular instructional ideas, such as learning styles with evidence-based guidelines Apply evidence-based design techniques to optimize learning games e-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning.

Download or read book Blended Learning in Action written by Catlin R. Tucker and published by Corwin Press. This book was released on 2016-09-03 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shift to blended learning to transform education Blended learning has the power to reinvent education, but the transition requires a new approach to learning and a new skillset for educators. Loaded with research and examples, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. Readers will find: Breakdowns of the most effective classroom setups for blended learning Tips for leaders Ideas for personalizing and differentiating instruction using technology Strategies for managing devices in schools Questions to facilitate professional development and deeper learning

Download or read book Concept Based Mathematics written by Jennifer T.H. Wathall and published by Corwin Press. This book was released on 2016-01-14 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Give math students the connections between what they learn and how they do math—and suddenly math makes sense If your secondary-school students are fearful of or frustrated by math, it’s time for a new approach. When you teach concepts rather than rote processes, you show students math’s essential elegance, as well as its practicality—and help them discover their own natural mathematical abilities. This book is a road map to retooling how you teach math in a deep, clear, and meaningful way —through a conceptual lens—helping students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and even guides you through an ideal concept-based classroom. Practical tools include: Examples from arithmetic to calculus Inquiry tasks, unit planners, templates, and activities Sample assessments with examples of student work Vignettes from international educators A dedicated companion website with additional resources, including a study guide, templates, exemplars, discussion questions, and other professional development activities. Everyone has the power to understand math. By extending Erickson and Lanning’s work on Concept-Based Curriculum and Instruction specifically to math, this book helps students achieve the deep understanding and skills called for by global standards and be prepared for the 21st century workplace. "Jennifer Wathall’s book is one of the most forward thinking mathematics resources on the market. While highlighting the essential tenets of Concept-Based Curriculum design, her accessible explanations and clear examples show how to move students to deeper conceptual understandings. This book ignites the mathematical mind!" — Lois A. Lanning, Author of Designing Concept-based Curriculum for English-Language Arts, K-12 "Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply specifically to mathematical topics. Any math teacher or coach would be hard-pressed to read it and not come away with scores of ideas, assessments, and lessons that she could use instantly in the classroom. As an IB Workshop Leader and instructional coach, I want this book handy on a nearby shelf for regular referral – it′s a boon to any educator who wants to bring math to life for students." — Alexis Wiggins, Instructional Coach, IB Workshop Leader and Consultant

Download or read book Instructional Design Theory written by M. David Merrill and published by Educational Technology. This book was released on 1994 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pack contains two guides to Microsoft Windows 98. Windows 98 User Manual teaches how to use Windows and Windows 98 Hints and Hacks provides advanced information for the user already familiar with Windows.

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.

Download or read book Characteristics of Emotional and Behavioral Disorders of Children and Youth written by James M. Kauffman and published by Pearson Higher Ed. This book was released on 2012-09-21 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. The tenth edition of Characteristics of Emotional and Behavioral Disorders of Children and Youth follows the text's long-standing reputation for trusted research, a teacher-focused presentation, and clear explanations of the concepts related to students with EBD. Streamlined in this edition, the text offers a coherent conceptualization of the problems of students with emotional and behavioral disorders and the common challenges for teachers. Its four-part format examines the background of EBD, the origins of disordered behaviors, types of disorders and the procedures and problems associated with assessment. This edition includes over 150 new references, a unified chapter on assessment, a new emphasis on teaching social skills and a separately available companion casebook filled with cases and interviews from teachers in the field.

Download or read book The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement written by Sandra Kelly and published by . This book was released on 2018 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental study was to determine if using Khan Academy as math remediation for fifteen minutes per day during a ninth grade Math I class would significantly affect student math achievement as measured by the North Carolina READY Math I End-of-Course Assessment. This quantitative study conducted at two rural high schools in West Virginia used remediation theory to make a comparison against a control population with the independent variable being grade level instruction only or grade level instruction plus math remediation using Khan Academy. The participants in the study included 131 ninth grade high school students taking a Math I class in a traditional classroom setting between October 2016 and May of 2017. The researcher collected data from students’ pretest and posttest scores on the North Carolina READY Math I End-of-Course Assessment. The original intent was to use analysis of covariance (ANCOVA) to reduce the effects of any initial group differences. However, the data failed to pass the assumptions necessary for ANCOVA or t-test. So, a nonparametric test, Mann-Whitney U, was used in the analysis. There was no significant difference in the posttest scores of ninth grade Math I students receiving regular instruction only and those receiving regular instruction along with Khan Academy for math remediation. Suggestions for further research are included.