Date of Conferral
4-15-2025
Date of Award
April 2025
Degree
Ph.D.
School
Education
Advisor
Vicki Underwood
Abstract
Blended learning using a learning management system was implemented in a gender-segregated American school in Kuwait but not evaluated to determine instructional effectiveness. Thus, the purpose of this quantitative study was to compare student performance to determine to what extent there were differences in mathematical growth from Grade 8 to Grade 10 between male and female students who were taught with the traditional classroom approach versus those taught with blended learning in an international school in Kuwait where education is segregated by gender. Grounded in the substitution, augmentation, modification, and redefinition model, this quasi-experimental study involved using pre and post instruction mathematics Measure of Academic Progress (MAP) scores to compare traditional and blended learning 2 years after implementation. Secondary analysis of archival data using a two-way ANOVA compared MAP growth scores of 504 total students in Grade 10 in 2019 and 2024 across four campuses. Both main effects, gender (p = .02) and instruction (p <.001), were significant, but the interaction was not. Male students performed better than females, and students who received traditional instruction demonstrated higher growth in mathematics compared to those who received blended learning instruction. These results may promote positive social change by providing insights about the need to adjust methods for blended learning to achieve student growth in mathematical skills.
Recommended Citation
Hashisho, Maya Bilal, "Effects of Two Years of Blended Learning on High School Students’ Mathematics Growth in an International School in Kuwait" (2025). Walden Dissertations and Doctoral Studies. 17598.
https://scholarworks.waldenu.edu/dissertations/17598
