Date of Award
Open Access Dissertation
Negative attitudes toward mathematics can adversely impact student achievement in the subject area. Successful development and implementation of blended learning in high school mathematics has the potential to positively impact student attitudes towards mathematics and towards their ability to do mathematics and their mathematics achievement. Developed out of my concern for the mathematical challenges that my students face, this convergent mix-methods action research study was conducted to determine if blended learning would positively affect my students’ attitudes toward mathematics and their mathematics achievement. Guided by the research questions, ‘What impact does learning have on students’ attitudes towards geometry, specifically two units of study involving triangles?’, ‘What impact does blended learning have on students’ mathematics achievement in a geometry course, specifically during two units of study involving triangles?’, and ‘How do high school students perceive the impact of blended learning in their geometry class?’, this study incorporated a four-step action research cycle and involved the collection of both quantitative and qualitative data. Study findings include a 25-point average increase in mathematics academic achievement; with all students showing growth, and inconclusive changes in attitudes toward mathematics. Sixty-two percent of the students indicated that they were more engaged during blended learning and if given a choice, would take another blended learning course. I, in conjunction with my students, used the results of this study to develop an action plan thatcan potentially impact the mathematical attitudes and achievement of students throughout this nation’s entire mathematics educational community.
Frazier, A. Y.(2020). The Impact of Blended Learning Upon Mathematics Attitudes and Academic Achievement: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6144