COVID 19 and Classroom Instruction: A Comparison of Synchronous In-Person and Virtual Student Learning
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| Title: | COVID 19 and Classroom Instruction: A Comparison of Synchronous In-Person and Virtual Student Learning |
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| Language: | English |
| Authors: | Jason Brown |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, East Tennessee State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 99 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Language Arts, Mathematics, Academic Achievement, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, COVID-19, Pandemics, In Person Learning, Distance Education, Educational Technology, Videoconferencing, Achievement Tests, Scores |
| Geographic Terms: | Tennessee |
| Assessment and Survey Identifiers: | Tennessee Comprehensive Assessment Program |
| ISBN: | 979-83-8421-239-3 |
| Abstract: | The purpose of this ex-post facto quantitative study was to compare English Language Arts (ELA) and math Tennessee Compressive Assessment Program (TCAP) scores of students in grades four through eight who attended school virtually or in-person during the 2020-2021 school year. Due to the COVID-19 pandemic, the school district in this study allowed parents to choose to send their children to traditional in-person classes or attend school virtually. In-person and virtual students engaged synchronous classroom instruction through Google Meets. All virtual students were instructed by the teachers they would have had if their parents had chosen to send them for in-person learning. In-person students who contracted the virus or were put in quarantine for suspicion of being in contact with the virus, participated virtually while they were quarantined. This study was conducted to compare ELA and math and TCAP scores of students who attended virtually and in-person. Secondary data were acquired from the school district and scores were analyzed according to their grade level (4th-6th), number of days attended virtually (less than 9, 9-17, 18 or more), and performance level (1st-10th, 11th-25th, 26th-74th, 75th-89th, and 90th-99thpercentile) according to fall 2020 aimswebPlus ELA and math benchmark scores. A series of two-way ANOVAs were analyzed using SPSS software. Four research questions and twelve null hypotheses were used to guide this research. There were no significant differences between ELA or math TCAP scores and number of days a student attended virtually. There was at least one significant difference between ELA and math TCAP scores among performance levels with students in higher performance levels tending to score higher than students in lower performance levels. There were no significant interactions between the number of days attended virtually and performance level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31306053 |
| Accession Number: | ED661129 |
| Database: | ERIC |
| Abstract: | The purpose of this ex-post facto quantitative study was to compare English Language Arts (ELA) and math Tennessee Compressive Assessment Program (TCAP) scores of students in grades four through eight who attended school virtually or in-person during the 2020-2021 school year. Due to the COVID-19 pandemic, the school district in this study allowed parents to choose to send their children to traditional in-person classes or attend school virtually. In-person and virtual students engaged synchronous classroom instruction through Google Meets. All virtual students were instructed by the teachers they would have had if their parents had chosen to send them for in-person learning. In-person students who contracted the virus or were put in quarantine for suspicion of being in contact with the virus, participated virtually while they were quarantined. This study was conducted to compare ELA and math and TCAP scores of students who attended virtually and in-person. Secondary data were acquired from the school district and scores were analyzed according to their grade level (4th-6th), number of days attended virtually (less than 9, 9-17, 18 or more), and performance level (1st-10th, 11th-25th, 26th-74th, 75th-89th, and 90th-99thpercentile) according to fall 2020 aimswebPlus ELA and math benchmark scores. A series of two-way ANOVAs were analyzed using SPSS software. Four research questions and twelve null hypotheses were used to guide this research. There were no significant differences between ELA or math TCAP scores and number of days a student attended virtually. There was at least one significant difference between ELA and math TCAP scores among performance levels with students in higher performance levels tending to score higher than students in lower performance levels. There were no significant interactions between the number of days attended virtually and performance level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8421-239-3 |
