Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Dr. James A. Telese
Dr. Maria E. Diaz
Dr. Jair J. Aguilar
The purpose for this study was to determine the effect of using online Learning Management Systems with a Blended Learning pedagogy on state assessment achievement of high school biology students with interactions analyzed based on teaching method (Face-to-Face/Blended Learning), course type (Honors/Regular) biological sex (Male/Female), risk factor (At-Risk/Not At-Risk), and socioeconomic status (High/Low). The research questions were: (1) What is the difference in achievement scores between students taught in a Blended Learning environment with a Learning Management System verses a traditional Face-to-Face learning environment, and (2) What differences in achievement exist on the Texas assessment based on teaching method, course type, biological sex, risk factor, and socio-economic background.
This expo-facto study used univariate analysis of variance of data for school years 2016 to 2019 from a predominantly Hispanic rural high school located along the US-Mexico border, as part of a doctoral program with the University of Texas Rio Grande Valley. Data was retrieved from the school district’s secure data management system, TANGO©. Significant differences in scores on the Texas state assessment for biology were identified with course type (P = 0.000), biological sex (P = 0.027) and Risk Factor (P = 0.000). Honors students outperformed regular students (mean scaled scores = 4531/4162), males outperformed females, (mean scaled scores = 4400/4284) and Not At-Risk students outperformed At-Risk students (mean scaled scores = 4489/4182). There was not significant difference found in scores based on teaching method or socioeconomic status. Only a minimal, yet statistically significant difference (P = ) was found in the interaction effect between teaching method and Risk Factor.
At-risk students in this study were the lowest performing group on the Texas biology state assessment. Although there was a significant interaction effect (P = 0.037) between risk factor and teaching method, with a slightly negative effect when at-risk students were in a blended learning class utilizing a learning management system, the practical effect was minimal with low power (0.55) and a low Eta squared (0.005).
Burkott, Brent J., "The Impact of Using an Online Learning Management System on Student Biology Achievement in a Hispanic Rural High School" (2021). Theses and Dissertations - UTRGV. 835.