Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Dr. Karen M. Watt

Second Advisor

Dr. Hilda Silva

Third Advisor

Dr. Jesus Abrego


This exploratory transcendental phenomenological study delved into the perceptions of selected South Texas public elementary school parents and students as they transitioned from traditional math practices to a personalized pedagogy which incorporated the constructivist model of instruction—blended learning. This study focused on fourth and fifth grade students engaged in the transition to blended learning for a minimum of two years and their parents. The exclusion and inclusion parent and student survey data facilitated the selection and organization of participants into focus group interviews, which aligned with a purposive sampling (Rubin & Rubin, 2012a; Mills & Gay, 2016; Creswell, 2013). Along with the rich descriptions elicited from stakeholders, campus and student demographic data and anecdotal blended learning artifacts were analyzed to develop an accurate campus context and ensure clarity of participants’ descriptions and the triangulation of common themes (Creswell, 2013; Mills & Gay, 2016).

Three predominant themes surfaced from the detailed descriptions amongst parents and students about the transition to blended learning and the impact on the school culture: positive perceptions, negative perceptions, recommendations (Guest et al., 2012a). This qualitative study supported many of the positive perceptions described by post-secondary students engaged in a blended learning instructional format such as the development of student agency, increased student engagement, and the personalization of instruction. In addition, there was alignment with negative concerns including the lack of face-to-face instructional support, preparedness for student ownership of learning, and parents’ preparedness and understanding of the expectations for students and parents. While the positive perceptions outweighed the negative concerns about the transition to blended learning, the negative themes related to school culture delineated the valuable role and insight of parents, importance of obtaining buy-in, and the necessity for opens lines of communication. Furthermore, this qualitative data filled a gap in research—the perceptions of elementary students and their parents engaged in the transition to blended learning.


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