Transforming Algebra 1: A Study of a Blended Learning Pilot Program in Rural Tennessee

• In Event: Roundtable Session 52
  In Roundtable Session: Students' Understanding of Functions and Algebra

Abstract

This study examines the first-year implementation of a blended learning Algebra 1 pilot program in rural Tennessee. It describes teachers’ perceptions of and experiences with adopting blended learning as pedagogy and students’ engagement, motivation, and preference on course format. Teacher interviews, surveys, and classroom observations revealed within-school differences in implementation. Student survey results indicated no differences between students in the blended learning classrooms and traditional classrooms with regard to engagement and motivation, but students in pilot classrooms showed a preference for blended learning and greater expectations for taking higher level math courses.

Authors

• Brittany C Cunningham, Insight Policy Research, Inc.

• Laura M. Holian

• Nicole Huret, Insight Policy Research, Inc.

• Meg Trucano, Insight Policy Research, Inc.