An Analysis Comparing Student Knowledge Acquisition in a Traditional Face-to-Face Classroom to a Hybrid Course

Autor/in	Murphy, Colleen
Titel	An Analysis Comparing Student Knowledge Acquisition in a Traditional Face-to-Face Classroom to a Hybrid Course
Quelle	(2011), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8060-2
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; Conventional Instruction; Comparative Analysis; Secondary Education; Quasiexperimental Design; Public Schools; High School Students; Teaching Methods; Electronic Learning; Pretests Posttests; Student Attitudes; Preferences; Likert Scales; Statistical Analysis; Student Surveys; Learning Processes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarbereich; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Likert-Skala; Statistische Analyse; Schülerbefragung; Learning process; Lernprozess
Abstract	A problem exists regarding supportive evidence to determine the differences in student knowledge acquisition at the secondary level between a traditional face-to-face classroom and a hybrid course. The purpose of this quasi-experimental study was to compare student knowledge acquisition in a face-to-face traditional classroom, where direct instruction was applied, to a hybrid classroom, where the instructor acted as a facilitator and online course modules were designed to enhance the learning process. Participants were classified as sophomore, junior, or senior at a public high school and varied in ethnicity, gender, and age. The independent variable was identified as the type of instructional method applied during the study: (a) direct instruction model, or (b) hybrid model. The dependent variables were defined as two components: (a) knowledge acquisition, measured by a pretest and posttest of student knowledge in the course, and (b) student preferences toward their course experience in the hybrid course, as assessed through a five-point Likert scale instrument, administered post intervention questionnaire. Variances were determined to be equal, and a positive one tailed t-test on two independent sample means was conducted to determine whether the treatment had a directional effect and influence on knowledge acquisition. The posttest p-value was 0.05, which was equal to a 0.05 level of significance. These statistical findings indicated the treatment did have an effect on student knowledge acquisition, and 76% of students surveyed preferred a hybrid learning environment as compared to a traditional face-to-face learning environment. It was hoped this study would offer further support to the body of knowledge needed to address this problem by offering additional quantitative data on student knowledge acquisition for hybrid courses. This research could have an impact on teaching models at the secondary model by transforming traditional classrooms into more technological hybrid learning environments. [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	2017/4/10