Murray State Theses and Dissertations

Abstract

This study investigated the significant differences between the engagements of non-traditional instruction (NTI) methods (asynchronous and synchronous learning) regarding academic growth at an elementary school during the COVID-19 pandemic school year. Historical data was analyzed using the students' academic performances on the Northwest Evaluation Association’s Measure of Academic Progress (NWEA MAP) reading and math assessments from the fall of 2020 to the spring of 2021. The research answered the following question: During the COVID pandemic, was there a significant difference between the academic growth of fifth-grade students who were engaged in asynchronous online instruction and those who were engaged in synchronous online instruction? In a sample of fifth grade students, 26 students’ data represented synchronous learning, and 26 represented asynchronous learning. The researcher used a Mixed Model ANOVA, Levene’s test, and Hartley’s F max test to help analyze historical data. The model assumptions (independence, normality, homogeneity of the variance, and sphericity) were met to ensure unbiased estimates of effects. This approach involved a continuous dependent variable (MAP assessments), independent variables consisting of between-subject factors (synchronous and asynchronous learning), and within-subject factors (passage of time: pre and post-test). The researcher’s findings showed significant differences between the NTI methods, supporting the assumption that synchronous learning likely had higher reading and math academic growth than asynchronous learning. This study begins discussions within the educational community about which NTI methods help students succeed in their academic growth in reading and math.

Year manuscript completed

2026

Year degree awarded

2026

Author's Keywords

COVID-19, synchronous, asynchronous, NTI, non-traditional instruction

Degree Awarded

Doctor of Education

Department

Education

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Jessica Pryor

Committee Chair

Dr. Jessica Pryor

Committee Member

Dr. Randal Wilson

Committee Member

Dr. Alyx Shultz

Document Type

Dissertation - Murray State Access only

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