Bradex, M. A. (2016). Blended learning: A case study using ALEKS and small group instruction to increase math literacy of English learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10256546)

Abstract: 

“There is a continuous increase in the English Language Learner (ELL) population in the United States contributing to a growing achievement gap. The ELL population in California is higher than the rest of the nation but California ELL students continue to underperform. This study argues that second language acquisition teaching strategies and methods must change to meet growing demand particularly in the areas of Language Arts and Mathematics. The theoretical framework for this study was Technological Pedagogical Content Knowledge (TPCK) and Sociocultural Learning. To achieve the three dimensions of TPCK, educators utilized hybrid teaching methods. A California school district with a high population of ELLs agreed to employ this study’s prescribed curriculum for mathematics in random classrooms. The imposed approach for blended learning had multiple facets. The tool used to demonstrate the technological knowledge of TPCK was the ALEKS mathematics computer program. Simultaneously, teachers engaged students in small groups to achieve pedagogical knowledge . The final area of content knowledge aligned with Common Core State Standards. The researcher used mixed methods sequential explanatory research design and established that blended learning works. Using paired sample t-tests and focus groups, this study found statistically significant data of increased mathematical academic achievement of the ELLs in the test classrooms where blended learning was utilized.”