Blended Learning Implementation among Mathematics Students: A Comparison to Traditional Learning Platform

Autor/in	Kuzat, Hanan
Titel	Blended Learning Implementation among Mathematics Students: A Comparison to Traditional Learning Platform
Quelle	(2023), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6320-2
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; Conventional Instruction; Comparative Analysis; Mathematics Education; Mathematics Instruction; College Students; Calculus; Urban Areas; In Person Learning; Gender Differences; Mathematics Achievement; Instructional Effectiveness; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Collegestudent; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Urban area; Stadtregion; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg
Abstract	Technology enables innovation in teaching and learning. Extant educational research has been focused on comparison between learning platforms, namely traditional and blended learning environments. The purpose of this study examined the differences between students' performance in a Blended and traditional college course and it compared the performance of diverse students' population enrolled in the Precalculus courses in an urban campus setting. The research questions of this study are (a) is there a difference in the student performance as measured by final course grade in Precalculus between students attended the blended or the traditional course?, (b) is there any difference in the performance as measured by final course grade in Precalculus between Male and Female students in either blended or traditional course?, (c) is there any difference in the student performance in either blended or traditional course as measured by final course grade in Precalculus based on race. This study deployed quantitative research design using a convenience sampling technique. A significant difference occurred in the student performance in Precalculus between blended and traditional learning courses. Also, a significant difference occurred in the performance in Precalculus between Male and Female students in either blended or traditional course. According to race, blended learning had positive effect on student performance. This study contributes as an addition to previous research as the focus on Precalculus course at Texas A&M that has never been studied, which may encourage faculties to build an effective blended learning strategy to improve student performance among its diverse student population. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01