The Effect of the Synchronous and Asynchronous Learning Environment on I-Ready Math and Reading Diagnostic Assessment Growth

Autor/in	Walker, Amy W.
Titel	The Effect of the Synchronous and Asynchronous Learning Environment on I-Ready Math and Reading Diagnostic Assessment Growth
Quelle	(2022), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Converse University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-4391-7
Schlagwörter	Hochschulschrift; Dissertation; Synchronous Communication; Asynchronous Communication; Educational Environment; Mathematics Achievement; Mathematics Tests; Reading Achievement; Reading Tests; Diagnostic Tests; COVID-19; Pandemics; Virtual Schools; Elementary Secondary Education; Comparative Analysis; In Person Learning; Instructional Effectiveness; Special Education; Students with Disabilities; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lesetest; Diagnostic test; Diagnostischer Test; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	During the Spring 2020 semester, all fifty states in the United States closed schools from in-person instruction due to the COVID-19 global pandemic. When the two Upstate South Carolina school districts in this study reopened in the Fall of 2020, they gave families the option of allowing students to attend newly developed virtual schools which served all grades, kindergarten through twelfth, or to attend school in person on a hybrid A/B model. The researcher examined i-Ready math and reading assessment growth data of all K5-12 grade SPED students enrolled in online learning environments in the two school districts to determine if the learning environment impacted academic growth. The researcher used a quantitative method to conduct a systematic review. The researcher conducted a dependent samples t-test to compare the fall-to-winter 2020 i-Ready reading and math growth of the SPED students receiving an education virtually to the fall-to-winter 2019 i-Ready math and reading growth scores of the same SPED students while receiving instruction in a traditional classroom setting. The researcher used an independent samples t-test to compare students' i-Ready reading and math assessment growth to determine if the asynchronous versus synchronous online learning environments impacted academic growth. After completing the study, the researcher concluded the SPED students' academic growth in the online learning environment showed differences in reading and math. Differences in reading growth were more significant than in math. The study results also showed no significant difference in academic growth for students in the synchronous and asynchronous learning environments. However, academic growth was higher in the face-to-face environment than in the online learning environment in both reading and math for synchronous and asynchronous students. [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