Date of Award
1-1-2022
Document Type
Thesis
Degree Name
Ed.D. in Education
First Advisor
Phillis George
Second Advisor
Amy Wells-Dolan
Third Advisor
Patrick Perry
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
America is facing a shortage of STEM workers and colleges must meet the demand by educating qualified graduates. However, attrition rates are high in STEM classes, particularly in minority groups. Blended learning has increased in popularity in higher education over recent years and has the potential to improve current teaching practices. Yet, limited research centers on the success of blended learning implemented in a community college STEM course. This quantitative research study (N=1264) was designed to evaluate student success in the blended learning environment versus traditional environment in an introductory community college biology course for science majors. The study indicated there was a significant difference in the average final grade of the two groups with students in the traditional group scoring higher. Additionally, the study explored if the effect of the blended pedagogy differed among specific student groups. There was a significant difference in the average final grade with students scoring higher in the traditional course than in the blended course in all student groups. Study findings, implications for future research, and recommendations for practice were discussed.
Recommended Citation
Holt, Sarah Mattox, "The Impact of Blended Classroom Pedagogy on Student GPA in a Community College Stem Course" (2022). Electronic Theses and Dissertations. 2437.
https://egrove.olemiss.edu/etd/2437
Concentration/Emphasis
Higher Education