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A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom./
Author:	Owens, Susan T.
Description:	1 online resource (109 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9780355303988

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.
Owens, Susan T.

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom. - 1 online resource (109 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Abstract Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores between traditional and blended learning methods using a connectivist theoretical framework. The specific problem addressed was mathematic achievement in the United States has continued to fall behind other countries and female secondary math students often differ from their male counterparts in self-efficacy, anxiety, achievement, and confidence and demonstrate higher anxiety levels and lower levels of performance and confidence. Archival data for 228 student records were collected from eight school districts and private schools across the U.S. through the recruitment of school district superintendents provided AP Statistics examination scores, instructional modality, and gender. A comparative analysis using a two-way ANOVA for both hypothesis 1 and 2 indicated a significant difference between blended instructional modality and traditional instructional modality ( p= .038), and a significant difference between males and females in AP Statistics exam scores (p=.018). Two recommendations for practice were for educational leadership to encourage (a) a blended modality of teaching into the classroom, and (b) teaching methods that reduce student anxiety and increase student self-efficacy. Recommendations for future research included (a) a causal comparative study examining if a blended modality reduces math anxiety in female students, (b) a quantitative correlational study examining the impact of various teaching modalities on math anxiety by gender and achievement levels, and (c) a larger sample quantitative design to consider the effect of online learning and student achievement by gender.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355303988Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom.
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520 $a Abstract Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores between traditional and blended learning methods using a connectivist theoretical framework. The specific problem addressed was mathematic achievement in the United States has continued to fall behind other countries and female secondary math students often differ from their male counterparts in self-efficacy, anxiety, achievement, and confidence and demonstrate higher anxiety levels and lower levels of performance and confidence. Archival data for 228 student records were collected from eight school districts and private schools across the U.S. through the recruitment of school district superintendents provided AP Statistics examination scores, instructional modality, and gender. A comparative analysis using a two-way ANOVA for both hypothesis 1 and 2 indicated a significant difference between blended instructional modality and traditional instructional modality ( p= .038), and a significant difference between males and females in AP Statistics exam scores (p=.018). Two recommendations for practice were for educational leadership to encourage (a) a blended modality of teaching into the classroom, and (b) teaching methods that reduce student anxiety and increase student self-efficacy. Recommendations for future research included (a) a causal comparative study examining if a blended modality reduces math anxiety in female students, (b) a quantitative correlational study examining the impact of various teaching modalities on math anxiety by gender and achievement levels, and (c) a larger sample quantitative design to consider the effect of online learning and student achievement by gender.
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