Pizzino, J. D. (2023). The impact of student achievement based upon the differences between teacher perception of blended learning and their technological pedagogical content knowledge [Doctoral dissertation, Liberty University]. Liberty University Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/4155/

Abstract:

“The purpose of this quantitative, correlational research study was to understand if student benchmark scores in a blended learning environment were predicted by teachers’ Technological Pedagogical Content Knowledge (TPACK). This study used a correlational methodology to examine if in a blended learning environment, teachers’ perceptions of the TPACK score predict their students’ scores on the second nine-weeks benchmark test in a middle school mathematics. Bivariate linear regression was used for data analysis to determine the predictive relationship between teachers’ TPACK-21CL survey score and their students’ second nine weeks benchmark score using the latest SPSS software. The data was collected from a Virginia middle school in one southwestern district using their benchmark test and the TPACK survey to determine if a teachers’ perception could impact students’ achievement. The teachers (n = 5) participating in this study completed a survey the TPACK survey on SurveyMonkey. The sample included 316 students. The results indicated that there was statistically predictive relationship between teachers’ TPACK-21CL survey and students’ second nine weeks benchmark scores. Furthermore, this study was conducted during the pandemic and should be repeated again using other subjects. This study had a limited amount of participants and future studies should be repeated including other subjects and both students and teachers would be familiar with Chromebooks.”