Murray State Theses and Dissertations

Abstract

“By 2020, 77% of all jobs will require some form of technological skills with more jobs to be filled than qualified candidates” (Schuyler & Buckley, 2018, para. 2). Because of this, there is a strong need for students to be competent using technology. This is a study to determine if (1) student achievement is higher in fifth grade math when students are in a blended learning setting or a more traditional setting? Furthermore, (2) does the implementation of blended learning affect student learning based on gender? A sample of STAR Math scores for one school year of two fifth grade classes in two schools within the same district were analyzed to see if there was a significant difference between the blended learning classroom and the more traditional classroom. STAR Math tests were administered five times throughout the year: beginning of year, fall, winter, spring, and end of year. A close to significant difference (.057) for blended learning was discovered through a Repeated Measures ANOVA. When looking at gender, a significant difference was found for girls (.049) in the blended learning setting. A further T-Test determined that a significant difference was found for the winter (.034) and end of year tests (.012) for girls specifically. Implications of these findings for blended learning, further research, and recommendations for practice are discussed.

Keywords: blended learning, technology, math

Year manuscript completed

2020

Year degree awarded

2020

Author's Keywords

blended learning, 21-century skills, math

Thesis Advisor

Christina Grant

Committee Chair

Christina Grant

Committee Member

Melissa Chapman

Committee Member

Jennifer Earls

Document Type

Thesis

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