An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district

Abstract

This dissertation is a mixed methods study of a mid-sized Kansas school district. It explores the relationship between a blended learning approach to instruction and 5th grade student performance on Measures of Academic Progress (MAP) assessments in reading and mathematics. The objectives were to determine what a blended learning environment looked like, what relationship may exist between fall and spring MAP scores, and what relationships exist between spring MAP scores and time logged in Blackboard, the district Learning Management System. The results indicate that a blended learning environment is one in which teachers are able to spend time working with small groups or one-on-one with students while students are working in pairs or independently with and without technology to further their learning. The results also indicate that a statistically significant relationship exists between fall and spring math and reading MAP scores, and students in blended and non-blended 5th grade classrooms in this district performed at similarly statistically on spring MAP. An interesting and statistically significant relationship was found between increased student log in time in Blackboard and spring math MAP results. A similar relationship was not found between increased log in time in Blackboard and spring reading MAP results for students in blended classrooms in the district. A statistically significant difference was also found between teachers with more blended experience and math MAP student performance in spring. Students of teachers with more blended experience were found to have lower spring math MAP scores. At the same time, students of lower socio-economic status (free and reduced price lunch students) were found to have lower reading MAP scores than their full pay peers in spring. Policy and research implications are included and discussed.