Date of Award
Summer 2020
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Aisha S. Haynes
Second Advisor
Rhonda Jeffries
Abstract
This action research project, based on 15 days of study, examined the impact of blended learning on student engagement and achievement in a high school Reading Seminar classroom. This action research study answered three research questions: 1) What impact do blended learning strategies have on student motivation in a Reading Seminar elective course classroom? 2) How does the implementation of blended learning strategies in a Reading Seminar elective course affect student writing skills? 3) How does the implementation of blended learning strategies in a Reading Seminar elective course affect student reading skills? The participants included 13 high school freshmen in a suburban middle-class high school in South Carolina. Both qualitative and quantitative data were collected for this mixed methods action research study. The results of this study could be transferred to other middle and secondary classrooms to help teachers analyze their own strategies for engaging students and for increasing student achievement with blended learning instructional methods.
Rights
© 2020, Kimberly Eish Tiedemann
Recommended Citation
Tiedemann, K. E.(2020). The Impact of Blended Learning on Student Motivation and Achievement in Reading and Writing. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5998