A Blended Math Classroom with Covid-19 Interruption
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
The following started as a two-group, pretest-posttest, experimental study that compared high school students’ learning of a geometry unit where students were taught the same material by the same teacher, using different teaching models. For both classes, instruction was delivered in a typical classroom setting. The intent was to give multiple assessments and a student survey to measure students’ understanding of geometry and their satisfaction with the instruction. This study was interrupted by the Covid-19 pandemic. Approximately 89% of the students in the experimental group preferred the blended teaching model over a traditional model for the amount of time that the study was conducted. Student responses to open-ended survey questions suggested that students in the experimental group appreciated the ability to control the pace of the instruction and the availability of the lessons outside of the regular class time. The focus of this study was abruptly changed to an autoethnographic reflection of my personal teaching experiences during the Covid-19 pandemic a couple of days into the project.
Illg, Jessica, "A Blended Math Classroom with Covid-19 Interruption" (2020). Dissertations, Theses, and Projects. 328.