Thesis

The impact of blended instruction using the next generation science standards' instructional framework on student engagement and academic achievement

This study examined the impact of blended instruction using the Next Generation Science Standards (NGSS) framework on student engagement and academic achievement. The participants consisted of 53 8th grade middle school science students from two separate classes. Each class served as the treatment group for one unit of instruction and the control group for the other unit of instruction. Three instruments were used to assess the participants: 1) two chapter summative assessments - 2) observation checklists, and- 3) student surveys. Findings revealed no statistically significant engagement, or responses to perception of instruction. Implications of technology integration on instructional strategies are discussed and the call for additional research is recommended.

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