Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Poplau

Abstract

Blended learning that integrates computer-assisted instruction with face-to-face instruction is gaining popularity in U.S. middle schools; therefore, the effectiveness of such blended learning models in improving middle school students' achievement in mathematics needs to be explored. Middle school students at a public Connecticut school have shown poor performance in mathematics on a state standardized test. The local district implemented a blended learning model, Teach to One: Math (TTO), in 1 of the middle schools to improve students' performance in mathematics. The theoretical framework for this study was Koehler and Mishra's theory of technology, pedagogy, and content knowledge. The key research question of this study examined if there is a statistically significant mean difference in the observed growth scores of the TTO students in School A compared to non-TTO students in School B as measured by the Measures of Academic Progress (MAP) mathematics assessment during the 2017-2018 school year. In this quantitative study, a quasi-experimental, nonequivalent, control- group design was used with a sample size of 1,341 participants. The archival data obtained from the local district were analyzed using an independent samples t test to determine if there was a statistically significant difference between the means of the 2 unrelated, TTO and non-TTO groups. The findings of the study indicated no significant difference between the observed growth of TTO and non-TTO students as measured by the MAP mathematics test. This study contributes to positive social change by providing data to guide the local district on whether TTO should be implemented in the other middle schools in order to improve students' achievement in mathematics.

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