A Causal Comparative Study of Achievement in Blended and Traditional Learning Environments

Association for Educational Communications Technology
Karen Deluce, EdD; Jan W Otter, PhD
Presentation Date: 
Wednesday, October 24, 2018
Event or Conference: 
2018 AECT International Convention Learning for All
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Attachment(s): 
Presentation Location: 
Kansas City, MO
United States
Abstract: 
The improvement of student academic achievement continues to be a primary concern of educational and political agencies and has generated the recent adoption of Common Core State Standards by many states. To meet the demands of 21st-century learners and ensure academic success, educational facilities are applying new learning environments. The purpose of this study was to determine if there is a statistically significant difference between upper elementary students (Grades 3–5) in blended and traditional learning environments as measured through scores on the annual standardized summative CCSS assessment in ELA. Third-, fourth-, and fifth-grade classes from one urban school in the southwestern United States that utilizes both traditional and blended learning environments provided the data for the independent variables. The dependent variable was the results of the students' performance on the English Language Arts section of the Smarter Balanced Assessment Consortium. A two-way analysis of variance and post hoc tests were used to conduct the data analysis using both variables. There was a significant statistical difference between mean scores of students in blended and their peers in traditional learning environments. Results from the subpopulations of ethnicity and English language learners also reflected a significant statistical difference. These results reflect that students in blended learning environments score higher on standardized summative tests than their counterparts in traditional classrooms. Additional research including longitudinal studies may support or refute the findings of the current study.