Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Julie Frese

Abstract

The problem addressed in this quantitative study was that school administrators are allocating funds for implementing blended learning using the rotation model into mathematics classrooms without knowing if it is effective in improving student achievement in mathematics. The purpose of this study was to determine the effect of blended learning using the rotation model on fourth and fifth grade students' achievement in mathematics. Mayer's cognitive theory of multimedia learning guided this study. In this quantitative quasi-experimental comparative study, data from N = 591 fourth and fifth grade students and N = 3 principals from three selected central Indiana elementary schools were collected using a descriptive survey. Subsequently, an independent sample t test was used to determine if there were differences in terms of Northwest Evaluation Association (NWEA) Map Growth Mathematics assessment scores. The t test results indicated that there were no statistically significant differences in terms of NWEA Map Growth Mathematics assessment scores of fourth and fifth grade students who participated in blended learning using the rotation model and students who were in the traditional classroom. Educator awareness of the effect of blended learning using the rotation model may help support positive social change for classroom teachers by allowing school leaders to make informed decisions on how to increase students' capacity for learning. Positive social change may result for fourth and fifth grade mathematics students as the 29 selected central Indiana teachers use a blended learning approach during mathematics instruction. These decisions may help increase selected central Indiana fourth and fifth grade students' achievement in mathematics.

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