Advisor(s)

Christopher Unger

Contributor(s)

Sara Ewel, Ray McCarthy

Date of Award

2011

Date Accepted

11-2011

Degree Grantor

Northeastern University

Degree Level

Ed.D.

Degree Name

Doctor of Education

Department or Academic Unit

College of Professional Studies, Department of Education

Keywords

education, educational technology, hybrid instruction, mathematics, online learning, vocational technical high school

Disciplines

Education

Abstract

This mixed methods outcomes study investigated a summer school mathematics program for all incoming 9th grade students at a suburban New England vocational technical high school. Qualitative data was gathered via survey and interview from administration, faculty, and students involved with the newly introduced online learning program. Additionally, each student was tested in the Spring and Fall of 2010 with the Northwest Evaluation Association (NWEA). These scores were analyzed to determine change in mathematics skills. Comparison of spring and fall NWEA scores of students who did not use the online math program and those who used it independently or as part of a hybrid class were not found to be statistically significant when an analysis of covariance (ANCOVA) test was administered.

Investigation of the 9th grade students end of the year math scores also revealed no statistically significant relationship between grades and participation in any of the three student groups - (1) students who did not use the online program; (2) students who used the online program independently; and (3) students who used the online program with support of an instructor in a hybrid summer math class.

Document Type

Doctoral Thesis

Rights Information

copyright 2011

Rights Holder

Taimi H. Paadre


View Full Text

Click button above to open, or right-click to save.

Included in

Education Commons

Share

COinS