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Effects of Traditional and Online Instructional Models on Student Achievement Outcomes Effects of Traditional and Online Instructional Models on Student Achievement Outcomes by Vanessa Wrenn Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2015 2 Abstract Vanessa Wrenn. EFFECTS OF TRADITIONAL AND ONLINE INSTRUCTIONAL MODELS ON STUDENT ACHIEVEMENT OUTCOMES. (Under the direction of Dr. Clarence Holland) School of Education, July 2015. Although virtual education options have rapidly expanded in recent years, little academic research has examined the effectiveness of these courses. Furthermore, little research has been conducted at the secondary school level for public school students. Policymakers and school leaders need reliable research in order to make informed decisions about online learning and to implement programs, which add value to the quality of instruction and provide students with the support they need to be successful. The purpose of this study was to determine the effects of instructional model on student achievement for public high school English II students. The high school English II students were divided into two groups. One group was traditional instructional model, enrolled in a face-to-face English II course. The other group enrolled in the exact same course in an online classroom. Each group of students had one dedicated teacher using the exact curriculum and pacing guides. The purpose was to determine if there was a statistically significant disparity between the traditional and online students based on the standardized North Carolina End-of-Course exam scores measured by a series of t tests and a two-way ANOVA. The null hypothesis will be accepted or rejected. Descriptive statistics were collected and analyzed. The findings for this research study indicated that online instructional models were as effective as traditional instructional models. No statistically significant differences were revealed between instructional models based on gender. However, Caucasian performance outcomes were higher in the online instructional model. Hispanic student achievement outcomes were slightly higher in a traditional classroom than Hispanic student’s achievement outcomes in 3 an online instructional model. Overall, the findings for virtual and traditional classrooms showed no significant differences in student achievement outcomes on the English II North Carolina End-of-Course exam. The researcher concludes that students performed equally well in online instruction as compared to traditional instruction. 4 Table of Contents ABSTRACT.....................................................................................................................................2 Dedication............................................................................................................................6 Acknowledgments ...............................................................................................................7 List of Tables ......................................................................................................................8 List of Figures ...................................................................................................................10 List of Abbreviations ........................................................................................................11 CHAPTER ONE: INTRODUCTION............................................................................................12 Background .......................................................................................................................13 Problem Statement.............................................................................................................15 Purpose Statement..............................................................................................................17 Significance of the Study ..................................................................................................18 Research Questions............................................................................................................21 Null Hypotheses ................................................................................................................22 Definitions..........................................................................................................................23 CHAPTER TWO: LITERATURE REVIEW ...............................................................................25 Introduction........................................................................................................................25 Theoretical Framework......................................................................................................27 Status of K-12 Online Learning.........................................................................................35 Effectiveness of Online Teaching and Learning................................................................44 Impact of Technology........................................................................................................54 Blended Learning...............................................................................................................56 Comparison of Costs and Funding of Online Learning.....................................................58 5 Summary............................................................................................................................61 CHAPTER THREE: METHODS..................................................................................................64 Design ...............................................................................................................................64 Research Question(s) ....................................................................................................... 64 Null Hypotheses ................................................................................................................65 Participants and Setting......................................................................................................66 Instrumentation .................................................................................................................70 Procedures .........................................................................................................................72 Data Analysis ....................................................................................................................73 CHAPTER FOUR: FINDINGS.....................................................................................................75 Research Question(s) ........................................................................................................75 Null Hypotheses.................................................................................................................76 Descriptive Statistics..........................................................................................................74 Results................................................................................................................................77 Summary ...........................................................................................................................99 CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS.............102 Discussion........................................................................................................................102 Conclusions......................................................................................................................106 Implications......................................................................................................................108 Limitations.......................................................................................................................109 Recommendations for Future Research...........................................................................111 REFERENCES...........................................................................................................................113 APPENDICES.............................................................................................................................128 6 Dedication This paper is dedicated, first, to God in whom all things are possible and whose blessing, guidance and mercy are ever-present in my life. This paper is dedicated to my family, especially my husband and daughter, who sacrificed immeasurable amounts of time with me while I took classes and worked on assignments, and who offered me never-ending encouragement when the task felt too overwhelming to accomplish; to my sons who communicated constant support; especially to my son Andrew, who was my proofreader and to my son Matthew for his reassurance; and to my family who supported me with prayer and understanding for the times when I was not able to be present. Finally, this journey would not have been possible without the support of my mother and father who provided wisdom, encouragement, and guidance. I especially dedicate this paper to my mother, Paulette, for her faith, reassurance, prayer and belief in me. You raised a beautiful family and taught us that all things are possible. 7 Acknowledgement I would never have been able to successfully complete this dissertation without the support of many people. I would like to first thank my family for their love and support throughout this process. Thank you for
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