Blended learning Results


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This presentation contains some basic results gathered through pre and post testing connected to a Blended Learning Unit on the Reconstruction and Jim Crow eras of U.S. history.

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Blended learning Results

  1. 1. Blended Learning:Results
  2. 2. Analysis Point One: How interested were you inhistory last year, and this year AFTER this unit?Pre-Unit Survey Question: “On a scale of 1-10 howmuch were you “tuned into” history class last year?”Pre-Unit Survey Response = 6.64 Mean for 71studentsPost-Unit Survey: “On a scale of 1-10 how muchwere you “tuned into” history class during THIS unit?”Post Unit Survey Response = 7.63 Mean for 116students.Increase of 0.99 after participating in the unit
  3. 3. Analysis Point Two: Student centered learningviews of studentsPre-Unit Survey: “On a scale of 1-10 how much didyou get to control how you learned in history class lastyear?”Pre-Unit Survey Response = 5.49 Mean for 71studentsPost-Unit Survey: “On a scale of 1-10 how much doyou feel you controlled your own learning in this unit?”Post Unit Survey Response = 7.82 Mean for 116studentsIncrease of 2.33 after participating in the unit
  4. 4. Analysis Point Six:Pre-Unit and Post-Unit Survey question:What was the Reconstruction time period after The Civil War?”No Idea dropped from 58% to 4%Demonstrates the effect this style of learning can have on contentacquisition. They were able to make an attempt at an answer, evenif was wrong.Accurate: From 10% to 56%:Accurate response rose from 10% to 56%. At a bare minimum thisindicates Blended learning is effective in leading students to developknowledge.Inaccurate responses went up, but an analysis of those responsesrevealed at least some intentional incorrect answers.
  5. 5. Analysis Point Seven: Effect of unit on studentability to analyze a content based pointPre-Course Survey Question: “Did Reconstruction do what it wassupposed to do?”I don’t know – 48% ; No- 14% Yes – 38%Post-Course Survey: “Did Reconstruction do what it was supposed todo?”I DON’T KNOW – 4% No –46% ; Yes – 31% ; Yes and No – 18% ;● The most striking thing about this answer is that 18% of respondents learned enough about thecontent they could reason both yes and no. This is a valid response, but takes considerablecritical thinking to arrive at that conclusion. It is even more interesting when consideration is given tothe fact that NOONE gave this answer BEFORE the they participated in the unit.● The fact that Nos went from 14% to 31% indicates enough learning happened to enablestudents to express more informed opinions as to whether reconstruction worked or not. It wouldseem that some of the Pre-Unit I Don’t Knows moved to No.● I don’t knows moved from 48% to 4%. In effect enough learning happened to leave IDK as invalidresponse for students engaged in what they were doing.Pre-Unit assessment shows 52% of students had definite answer. Post-Unit survey shows 95%had definite answer. The learning experience gave them the confidence to take a position on thequestion. This was anonymous, so they WERE NOT posturing for a favorable view by teacher.
  6. 6. Analysis Point Eight: Confidence to make own learning decisions.Pre-Course Survey: “How confident would you be this year to make decisions about what you do in historyclass?”71 Respondents – 6.81 meanPost-Course Survey: “How confident would you be this year to make decisions about what you do in historyclass?”116 Respondents – 8.00 meanIncrease in confidence in own learning ability of 1.19. Whateffect might encouraging development of this mindsethave???
  7. 7. Analysis Point Eleven: “Which 1896 Supreme Court case declaredthat segregation was legal?”Pre-Course Survey: 4/71 correct = 6%Post-Course test = 110/113 = 97%Increase of 91%Collaborative Team Average using different instructional means:= 97%