Date of Award
Open Access Dissertation
Leigh K. D'Amico
In the following action research plan, an explanatory sequential mixed methods research study of the implementation of the Flex model of blended learning in a World History classroom is presented. The study and its findings are used to measure mastery of, engagement with, and understanding of historical concepts presented in a six-week unit on the Enlightenment and the various revolutions this period in history caused. Data collection and analysis, including data from pre- and post-tests, Likert scale surveys, exit tickets, and student artifacts, are discussed. The pre- and post-tests were analyzed quantitatively using descriptive statistics (minimum and maximum score, average score, and mode), and the qualitative data provided rich description and themes that included the students were proud because of their "Completion," "Specific Connections," and "Hard Work." The results of the study were that students gained in mastery, engagement, and understanding, but when given the choice between a regular assignment and a blended learning assignment, students chose the regular, or easiest, assignment. Conclusions about blended learning in a history classroom are offered, such as modeling the blended learning strategies and starting earlier in the school year, as well as suggestions for further research on how to implement blended learning in an instructional setting.
Davis, K. N.(2019). Implementing the Flex Model of Blended Learning in a World History Classroom: How Blended Learning Affects Student Engagement and Mastery. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5636