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ERIC Number: ED522763
Record Type: Non-Journal
Publication Date: 2010
Pages: 148
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-2953-2
The Effects of Blended Online versus Face-to-Face Learning Environments on Student Outcomes for Eighth Grade Algebra I Students
Barkley, Brandon Wesley
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene College
The need for high quality experimental research on the effectiveness of blended online learning in K-12 schools is immense when considering the need to provide the best education for each child. However, there is little evidence-based research available to guide education leaders' decisions relating to these initiatives. Therefore, the purpose of this study was to determine the effectiveness of blended online versus traditional face-to-face learning environments on student academic achievement, student engagement, and student learning styles for 8th grade Algebra I students. While the findings of this study showed no statistical significance of the treatment on the student outcomes investigated, it should be implied that students who learned in a blended online environment learned the Algebra I concepts similarly to their counterparts in a traditional, face-to-face learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A