Topic
The action research plan is focused around blended learning. The research will compare a traditional teacher-led 8th grade math classroom to a blended learning model. The two classrooms will be compared. Because of time constraints, blended learning could help 8th grade math teachers explain concepts, lead higher level classroom conversations, diversify learning, and enrich lessons. The plan includes planning, acting, developing and reflecting stages.
Subjects
The participants of this study are 8th grade math students in a suburban district middle school. The middle school 8th grade students are divided between two 8th grade math teachers. One of the teachers will lead a traditional teacher-led classroom while the other teacher will implement the proposed action plan. According the the Barbers Hill ISD website, the middle school consists of approximately 650 6th - 8th grade students with about 200 8th graders. The district consists of 3.1 % African American, 22.5 % Hispanic, 70.6 % White, and 3.8 % Other. The district also consists of 2.8 % Bilingual/ESL, 6.9 % Special Education, 21 % Economically Disadvantaged, and 31.9 % At Risk. The average class size at the secondary level is 20.9.
Purpose
The purpose of the study is to discover if flipping the 8th grade math classroom and using technology to help diversify student learning positively influences student's perceptions of math education compared to the traditional teacher-led classroom. The research will measure both student engagement and student achievement through blended learning. Blended learning has the potential to increase student engagement, create more mature learners, and provides opportunities for individualized learning (Horn, Staker, & Christensen, 2017). However, thorough research at the K – 12 levels has yet to be complete. Laura Hesse reviewed several studies at the K-12 level. Her conclusions varied. Some studies showed increased achievement while others did not. Some reported higher achievement while others reported lower achievement levels. On task behavior, student perceptions and flexibility results also varied. She concluded that more research was need because many of the samples were flawed (Hesse, 2017).
Procedures
The fundamental research question: does applying the blended learning technique of flipping the classroom in order to help diversify student learning positively influence grade 8 student's perceptions of math education? The purpose is to gather data to determine if watching instructional videos outside of the classroom and using classroom time to develop, enrich, reteach, and extend lessons will positively affect student perceptions of math.
Because the middle school only has two 8th grade math teachers, one teacher will continue with a traditional teacher-led class while the other will implement a flipped blended learning class. Students in the blended classroom will be assigned instructional lessons to watch outside of the classroom. Inside the classroom, the teacher will provide both direct instruction and activities to develop skills. District wide screening assessments will be given three times during the school year to help track data and identify differences between the two groups. Three times during the year, parents and students will be surveyed to monitor student perceptions of math.
The blended learning program will follow a timeline; begin September 2020 and continue through May 2021. Students will be tracked through district wide screening assessments, state and benchmark assessments, and surveys.
Because the middle school only has two 8th grade math teachers, one teacher will continue with a traditional teacher-led class while the other will implement a flipped blended learning class. Students in the blended classroom will be assigned instructional lessons to watch outside of the classroom. Inside the classroom, the teacher will provide both direct instruction and activities to develop skills. District wide screening assessments will be given three times during the school year to help track data and identify differences between the two groups. Three times during the year, parents and students will be surveyed to monitor student perceptions of math.
The blended learning program will follow a timeline; begin September 2020 and continue through May 2021. Students will be tracked through district wide screening assessments, state and benchmark assessments, and surveys.
Data
The most appropriate type of data to collect is a combination of both qualitative and quantitative. The qualitative data will provide opportunities for parents and students to express their opinions while the quantitative data will provide data to compare student growth to insure essential skills are reached (Mertler, 2017). The combination of methods will provide a better understanding of student growth and engagement , than using one method.
Qualitative data will be will be collected from parent and student survey through Google forms. Links to parent survey and student survey.
Quantitative data will be collected through district wide screening assessments, state and benchmark assessments. Scores will be tracked through the district used program, Eduphoria.
Qualitative data will be will be collected from parent and student survey through Google forms. Links to parent survey and student survey.
Quantitative data will be collected through district wide screening assessments, state and benchmark assessments. Scores will be tracked through the district used program, Eduphoria.
Literature Review
The literature review explains the fact that classroom education needs to change and that blended learning offers many opportunities for education development. Blended learning provides benefits such as improved student engagement, more mature learners and individualized learning, but also has obstacles to maneuver. Many studies have been implemented and lesson have been learned. Looking at what worked and what could have been done better, blended learning can bring education out of the past. There is more work to be done. More research needs to be completed in the K-12 levels and who better to do it than the teachers in the classroom.
References
Hesse, Laura. (2017). The effects of blended learning on K-12th grade students. Graduate Research Papers. 116. https://scholarworks.uni.edu/grp/116
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE Publications, Inc.