Blended Learning for Math: A Middle School Comparative Study

• In Event: K-12 Perspectives on Technologies + Pedagogies

Abstract

A quantitative causal comparative study was conducted to investigate the effect of blended learning on math achievement in 413 6th grade students. Scores on the Texas state assessment STAAR, as well as the Measure of Academic Progress (MAP) were used. T-test was conducted to determine the differences in the scores of students taught in traditional face to face classroom and those that were taught using blended learning, where at least part of the instruction was provided through online, adaptive, digital content. Findings revealed that students instructed through blended learning scored higher on MAP assessment (p = .003), while students instructed in a face-to-face setting scored higher on STAAR (p= .005). These findings suggest the need to further evaluate blended learning.

Authors

• Melanie Bryant, Austin Independent School District

• Minaz Fazal, New York Institute of Technology