Blended learning in the secondary setting is a growing and evolving method of instructional delivery. Current research continues to focus on the post-secondary setting and often neglects the impact on student growth in the secondary settings. The combination of technology and teacher involvement to deliver high quality instruction is important in 21st century learning. This quantitative, non-experimental, causal-comparative study analyzes student growth scores on Measures of Academic Progress in the area of mathematics for 8th grade students after two consecutive years in a blended learning instructional setting as compared to 8th grade students after two consecutive years in a traditional instructional setting. Five questions were examined relating to student growth based on MAP for RIT score gain, including four questions targeting gender, race/ethnicity, lunch status, and special education setting. Results of descriptive statistics alongside an ANCOVA reveal no significant difference in overall RIT score gain (Mean Square=73.147, p>.05) or within race/ethnicity (Mean Square=23.767, p>.05), lunch status (Mean Square=30.950, p>.05), or gender (Mean Square=20.313, p>.05). Students in a special education setting did demonstrate a significant difference (Mean Square=141.979, p<.05). However, when using Levene’s Test of Equality of Error, there should be caution when interpreting the significance of the impact of blended learning in regards to special education given the small size (N=16).
","abstract_html":"<p>Blended learning in the secondary setting is a growing and evolving method of instructional delivery. Current research continues to focus on the post-secondary setting and often neglects the impact on student growth in the secondary settings. The combination of technology and teacher involvement to deliver high quality instruction is important in 21st century learning. This quantitative, non-experimental, causal-comparative study analyzes student growth scores on Measures of Academic Progress in the area of mathematics for 8th grade students after two consecutive years in a blended learning instructional setting as compared to 8th grade students after two consecutive years in a traditional instructional setting. Five questions were examined relating to student growth based on MAP for RIT score gain, including four questions targeting gender, race/ethnicity, lunch status, and special education setting. Results of descriptive statistics alongside an ANCOVA reveal no significant difference in overall RIT score gain (Mean Square=73.147, p>.05) or within race/ethnicity (Mean Square=23.767, p>.05), lunch status (Mean Square=30.950, p>.05), or gender (Mean Square=20.313, p>.05). Students in a special education setting did demonstrate a significant difference (Mean Square=141.979, p<.05). However, when using Levene’s Test of Equality of Error, there should be caution when interpreting the significance of the impact of blended learning in regards to special education given the small size (N=16). </p>","abstract_has_math":false,"creators":["McComas, Molly Elizabeth"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:47Z","subjects":["blended learning","MAP","math","secondary","student growth","Educational Assessment, Evaluation, and Research","Educational Methods","Secondary Education"],"languages":[],"rights":["Copyright 2019 Molly Elizabeth McComas"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/603","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McComas, Molly Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["blended learning","MAP","math","secondary","student growth","Educational Assessment, Evaluation, and Research","Educational Methods","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Molly Elizabeth McComas"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/603"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Blended learning in the secondary setting is a growing and evolving method of instructional delivery. Current research continues to focus on the post-secondary setting and often neglects the impact on student growth in the secondary settings. The combination of technology and teacher involvement to deliver high quality instruction is important in 21st century learning. This quantitative, non-experimental, causal-comparative study analyzes student growth scores on Measures of Academic Progress in the area of mathematics for 8th grade students after two consecutive years in a blended learning instructional setting as compared to 8th grade students after two consecutive years in a traditional instructional setting. Five questions were examined relating to student growth based on MAP for RIT score gain, including four questions targeting gender, race/ethnicity, lunch status, and special education setting. Results of descriptive statistics alongside an ANCOVA reveal no significant difference in overall RIT score gain (Mean Square=73.147, p>.05) or within race/ethnicity (Mean Square=23.767, p>.05), lunch status (Mean Square=30.950, p>.05), or gender (Mean Square=20.313, p>.05). Students in a special education setting did demonstrate a significant difference (Mean Square=141.979, p<.05). However, when using Levene’s Test of Equality of Error, there should be caution when interpreting the significance of the impact of blended learning in regards to special education given the small size (N=16).
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Impact Of Blended Learning On Measures Of Academic Progress (MAP) Based On Student Growth"]}]}],"canonical_facts":{"dc:creator":["McComas, Molly Elizabeth"],"dc:description.abstract":["Blended learning in the secondary setting is a growing and evolving method of instructional delivery. Current research continues to focus on the post-secondary setting and often neglects the impact on student growth in the secondary settings. The combination of technology and teacher involvement to deliver high quality instruction is important in 21st century learning. This quantitative, non-experimental, causal-comparative study analyzes student growth scores on Measures of Academic Progress in the area of mathematics for 8th grade students after two consecutive years in a blended learning instructional setting as compared to 8th grade students after two consecutive years in a traditional instructional setting. Five questions were examined relating to student growth based on MAP for RIT score gain, including four questions targeting gender, race/ethnicity, lunch status, and special education setting. Results of descriptive statistics alongside an ANCOVA reveal no significant difference in overall RIT score gain (Mean Square=73.147, p>.05) or within race/ethnicity (Mean Square=23.767, p>.05), lunch status (Mean Square=30.950, p>.05), or gender (Mean Square=20.313, p>.05). Students in a special education setting did demonstrate a significant difference (Mean Square=141.979, p<.05). However, when using Levene’s Test of Equality of Error, there should be caution when interpreting the significance of the impact of blended learning in regards to special education given the small size (N=16).
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/603"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2019 Molly Elizabeth McComas"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["blended learning","MAP","math","secondary","student growth","Educational Assessment, Evaluation, and Research","Educational Methods","Secondary Education"],"dc:title":["The Impact Of Blended Learning On Measures Of Academic Progress (MAP) Based On Student Growth"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:47Z"}