Statement of the Problem Performance gaps exist within public edcuation in Colorado between at-risk students and those students who are not classified as at-risk (Data Lab & CDE Calculated, 2015). These performance gaps on standardized tests are reported between at-risk youth and their non-at-risk peers as well (Rothstein, 2015). At-risk students have compounded issues within classrooms that utilize antiquated materials and provide limited access to educational technology (Hall, 2011). There are gaps in performance seen in at-risk students as reported in the MAP assessments for the alternative schools within Denver Public Schools (Colorado Department of Education, 2015). MAP assessments are particularly important because the data allows
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This archival quasi-experimental quantitative study aims to determine if student performance is impacted by instructional practices that incorporate blended learning pedagogies in classrooms. During the 2013-2014 school year, ninth grade students in a Multiple Pathway school within Denver Public Schools experienced traditional instruction during their first year in high school during year one of the study, with paper assessments and textbooks as the primary source of curriculum. During the 2014-2015 school year, the same students were assigned individual chromebooks in a one-to-one computer to student setting. These students received instruction through blended learning techniques within classes. Growth was measured using fall and spring pre- and posttest analysis using the Measure of Academic Progress (MAP®) assessment (Northwest Evaluation Association, 2016).
Research Question The purpose of this study is focused on the question surrounding At-Risk students and the effect of blended learning classrooms on student performance in the content area of mathematics. Q1. What is the effect of blended learning in classroom environments on performance in mathematics with at-risk secondary students using the Measure of Academic Progress (MAP) assessment?
Hypotheses
H10. There is no difference …show more content…
Learning that is completed through the use of technologies that is flexible and is completed beyond the walls of a brick and mortar classroom, using a variety of platforms and learning management systems (You, 2015).
Formative assessment. A form of evaluation that is from the basis of assessment for the purpose of instruction; low or no stakes evaluation of student progress for the adjustment of instruction (Clark, 2012).
Intensive pathway center. A specific type of school dedicated to identified, specialized groups of students in Denver Public Schools where each Intensive Pathway School (IPS) specializes in a certain type of support for students. These programs accept students by application or placement only (DPS Handbook for Families & Students, 2013).
Learning Management System. An organized computer system that provides a means to deliver curriculum, assess student learning, store data and provide a location to interact through a web-based means (Psaromiligkos, Orfanidou, Kytagias, & Zafiri, 2011).
Measure of academic progress (MAP). Measures of Academic Progress® (MAP) assessments are computer adaptive tests that adjust the difficulty of the questions to the students’ abilities, thus making it easier to assess student levels and growth (Northwest Evaluation Association,
This archival quasi-experimental quantitative study aims to determine if student performance is impacted by instructional practices that incorporate blended learning pedagogies in classrooms. During the 2013-2014 school year, ninth grade students in a Multiple Pathway school within Denver Public Schools experienced traditional instruction during their first year in high school during year one of the study, with paper assessments and textbooks as the primary source of curriculum. During the 2014-2015 school year, the same students were assigned individual chromebooks in a one-to-one computer to student setting. These students received instruction through blended learning techniques within classes. Growth was measured using fall and spring pre- and posttest analysis using the Measure of Academic Progress (MAP®) assessment (Northwest Evaluation Association, 2016).
Research Question The purpose of this study is focused on the question surrounding At-Risk students and the effect of blended learning classrooms on student performance in the content area of mathematics. Q1. What is the effect of blended learning in classroom environments on performance in mathematics with at-risk secondary students using the Measure of Academic Progress (MAP) assessment?
Hypotheses
H10. There is no difference …show more content…
Learning that is completed through the use of technologies that is flexible and is completed beyond the walls of a brick and mortar classroom, using a variety of platforms and learning management systems (You, 2015).
Formative assessment. A form of evaluation that is from the basis of assessment for the purpose of instruction; low or no stakes evaluation of student progress for the adjustment of instruction (Clark, 2012).
Intensive pathway center. A specific type of school dedicated to identified, specialized groups of students in Denver Public Schools where each Intensive Pathway School (IPS) specializes in a certain type of support for students. These programs accept students by application or placement only (DPS Handbook for Families & Students, 2013).
Learning Management System. An organized computer system that provides a means to deliver curriculum, assess student learning, store data and provide a location to interact through a web-based means (Psaromiligkos, Orfanidou, Kytagias, & Zafiri, 2011).
Measure of academic progress (MAP). Measures of Academic Progress® (MAP) assessments are computer adaptive tests that adjust the difficulty of the questions to the students’ abilities, thus making it easier to assess student levels and growth (Northwest Evaluation Association,