Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic.
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| Title: | Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic. |
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| Authors: | Randolph, Dacia1 drandolph@nevada.unr.edu, Leping Liu1 |
| Source: | International Journal of Technology in Teaching & Learning. 2022, Vol. 18 Issue 1, p46-65. 20p. |
| Subject Terms: | *Middle school students, *Educational outcomes, *Blended learning, *Online education, *COVID-19 pandemic |
| Abstract: | Learning engagement varies in different modes of instructions. With such consideration, the authors of this article conducted comparative analyses on student learning outcomes measured by their final mean grade point averages (GPAs) during three timeperiods (before, at the onset of, and during pandemic) when inperson, online, and hybrid instructions were delivered. The records of 600 middle school students in a school district from a western state, across three academic years, were used as the sample (2018-2019 before pandemic when they were in sixth grade with in-person instruction, 2019-2020 at the onset of the COVID-19 pandemic in seventh grade with online instruction, and 2020-2021 during pandemic in eighth grade with both online and hybrid instructions). Results showed that no difference was found (from paired t-test) in student final GPAs when they transferred from in-person instruction before pandemic to online instruction at the onset of pandemic, but differences were found (a) between in-person instruction and hybrid instruction (from one-way repeated ANOVA), and (b) between online instruction and hybrid instruction (from both one-way repeated ANOVA and an independent samples t-test) at and during pandemic. Recommendations for practice and future research focusing on students' needs were presented. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology in Teaching & Learning is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160995093 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Randolph%2C+Dacia%22">Randolph, Dacia</searchLink><relatesTo>1</relatesTo><i> drandolph@nevada.unr.edu</i><br /><searchLink fieldCode="AR" term="%22Leping+Liu%22">Leping Liu</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+in+Teaching+%26+Learning%22">International Journal of Technology in Teaching & Learning</searchLink>. 2022, Vol. 18 Issue 1, p46-65. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learning engagement varies in different modes of instructions. With such consideration, the authors of this article conducted comparative analyses on student learning outcomes measured by their final mean grade point averages (GPAs) during three timeperiods (before, at the onset of, and during pandemic) when inperson, online, and hybrid instructions were delivered. The records of 600 middle school students in a school district from a western state, across three academic years, were used as the sample (2018-2019 before pandemic when they were in sixth grade with in-person instruction, 2019-2020 at the onset of the COVID-19 pandemic in seventh grade with online instruction, and 2020-2021 during pandemic in eighth grade with both online and hybrid instructions). Results showed that no difference was found (from paired t-test) in student final GPAs when they transferred from in-person instruction before pandemic to online instruction at the onset of pandemic, but differences were found (a) between in-person instruction and hybrid instruction (from one-way repeated ANOVA), and (b) between online instruction and hybrid instruction (from both one-way repeated ANOVA and an independent samples t-test) at and during pandemic. Recommendations for practice and future research focusing on students' needs were presented. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology in Teaching & Learning is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160995093 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37120/ijttl.2022.18.1.03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 46 Subjects: – SubjectFull: Middle school students Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Online education Type: general – SubjectFull: COVID-19 pandemic Type: general Titles: – TitleFull: Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Randolph, Dacia – PersonEntity: Name: NameFull: Leping Liu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 19375204 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Technology in Teaching & Learning Type: main |
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