The purpose of this action research project was to determine the effectiveness of blended learning in the classroom compared to the traditional, direct instruction approach. Two sections of sixth grade math went through the same unit with one section using the blended learning model and the other section participating in the direct instruction model. Data was collected quantitatively using a pre-assessment and post-assessment, as well as, qualitatively using informal questioning and observations. Analysis of the data suggested that students in the blended classroom increased their learning more than the direct instruction classroom. Also, students participating in blended learning were observed collaborating with their peers more often, engaging with the material and taking ownership of their learning, and asking deeper, more thoughful questions.
Rozeboom, A.M. (2017). Blended learning versus the traditional classroom model (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/20/