Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant data points over one school year with 10 teachers, 38 parents, and five students participating in the statement surveys. The extant data and surveys served as the determining factor of a subgroup’s self-efficacy toward blended learning options and actual student achievements.
","abstract_html":"<p> Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant data points over one school year with 10 teachers, 38 parents, and five students participating in the statement surveys. The extant data and surveys served as the determining factor of a subgroup’s self-efficacy toward blended learning options and actual student achievements.</p>","abstract_has_math":false,"creators":["Harris, Christine Nicole"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carla L. Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-01T08:00:00Z","date_published":"2021-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Blended Learning","Blended Teaching","Adaptive Learning","Adaptive Teaching","Technology","Hybrid","Traditional","Remote","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Educational Technology","Elementary and Middle and Secondary Education Administration","Elementary Education","Online and Distance Education","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/640","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carla L. Sparks"]},{"key":"dc:creator","label":"Author","values":["Harris, Christine Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-03-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Blended Learning","Blended Teaching","Adaptive Learning","Adaptive Teaching","Technology","Hybrid","Traditional","Remote","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Educational Technology","Elementary and Middle and Secondary Education Administration","Elementary Education","Online and Distance Education","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/640"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant data points over one school year with 10 teachers, 38 parents, and five students participating in the statement surveys. The extant data and surveys served as the determining factor of a subgroup’s self-efficacy toward blended learning options and actual student achievements.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Blended Learning on Student Achievement within Various Environments: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Carla L. Sparks"],"dc:creator":["Harris, Christine Nicole"],"dc:date.available":["2022-03-22T07:00:00Z"],"dc:description.abstract":["Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant data points over one school year with 10 teachers, 38 parents, and five students participating in the statement surveys. The extant data and surveys served as the determining factor of a subgroup’s self-efficacy toward blended learning options and actual student achievements.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/640"],"dc:subject":["Blended Learning","Blended Teaching","Adaptive Learning","Adaptive Teaching","Technology","Hybrid","Traditional","Remote","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Educational Technology","Elementary and Middle and Secondary Education Administration","Elementary Education","Online and Distance Education","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development"],"dc:title":["The Effects of Blended Learning on Student Achievement within Various Environments: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}