The Use of Blended Learning to Promote Learner-Centered Pedagogy in Elementary Math Classrooms

Autor/inn/en	Zahedi, Siamack; Bryant, Camille L.; Iyer, Anuj; Jaffer, Rhea
Titel	The Use of Blended Learning to Promote Learner-Centered Pedagogy in Elementary Math Classrooms
Quelle	In: Educational Research for Policy and Practice, 22 (2023) 3, S.389-408 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zahedi, Siamack) ORCID (Bryant, Camille L.) ORCID (Iyer, Anuj) ORCID (Jaffer, Rhea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-023-09346-3
Schlagwörter	Mathematics Education; Blended Learning; Grade 2; Elementary School Mathematics; Conventional Instruction; Teaching Methods; Instructional Effectiveness; Learner Engagement; Mathematics Achievement; Student Centered Learning; Individualized Instruction; Feedback (Response); Foreign Countries; India + Suchen Sie Ihr Suchwort? Mathematische Bildung; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Ausland; Indien
Abstract	Teaching and learning of foundational math have emerged as concerns in India, and might be connected with the problems of large classroom sizes and inappropriate curriculum resources. To address these problems of practice, ABC School explored the use of blended learning in three Grade 2 mathematics classrooms (n = 108), while a control group of three Grade 2 classrooms (n = 113) received traditional instruction and curricular resources. A quasi-experimental mixed-methods design was used to determine the differences in teaching, student engagement, and learning after eight months. Standardized test scores showed a significantly higher increase in the performance of the treatment group compared to the control group. Also, the treatment group experienced higher levels of learner-centered pedagogy, measured in terms of the extent of differentiated instruction, timely and precise feedback, and student engagement. This study contributes to the small pool of international experimental studies on blended learning in elementary grade classrooms, and supports a growing belief among researchers that the approach holds promise for school reform in developing countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01