Effects of Blended Instructional Models on Math Performance

Abstract

A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

“…The blended teaching strategy had a higher post achievement score than the conventional lecture. This confirms the discovery of Bottge et al (2014) which combined explicit and anchored instructional models (a form of blended teaching strategy) on fraction computation and problem solving. The scholars found out that students who were taught with blended units outscored students in traditional classes.…”

Multilevel multidimensional item response model with a multilevel latent covariate

“…Bottge et al . () found that there was no EAI and BAU group difference on the pre‐test total score scales.…”

“…As a result, 232 BAU (29% MD) and 214 EAI (26% MD) remained in the final sample. Based on chi‐square tests of equal proportions, students were comparable across instructional conditions in gender, ethnicity, subsidized lunch, and disability area, and teachers were comparable in both conditions in terms of gender (mostly female), ethnicity (mostly white), education level (well educated), and years of experience (Bottge et al ., ). Bottge et al .…”

“…Each school had one participating inclusive maths classroom, although one school had two participating classrooms. Teachers in both conditions were comparable in terms of gender (mostly female), ethnicity (mostly white), education level (well educated), and years of experience (Bottge, Ma, Gassaway, Toland, Butler, & Cho, ). In our study, one inclusive maths class from each school was sampled, with the exception of one school that had two inclusive maths classes.…”

Reliably Assessing Growth with Longitudinal Diagnostic Classification Models

“…The empirical demonstration comes from a secondary analysis of data from a large‐scale mathematics education research study (Bottge et al., ; Bottge et al., ). The goal of this study was to examine the efficacy of an innovative instructional method called enhanced anchored instruction (EAI; Bottge, Heinrichs, Chan, Mehta, & Watson, ).…”