Effects of blended instructional models on math performance

Brian A. Bottge; Xin Ma; Linda Gassaway; Michael D. Toland; Mark Butler; Sun Joo Cho

doi:10.1177/0014402914527240

Effects of blended instructional models on math performance

Brian A. Bottge, Xin Ma, Linda Gassaway, Michael D. Toland, Mark Butler, Sun Joo Cho

Research output: Contribution to journal › Article › peer-review

51 Scopus citations

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.

Original language	English
Pages (from-to)	423-437
Number of pages	15
Journal	Exceptional Children
Volume	80
Issue number	4
DOIs	https://doi.org/10.1177/0014402914527240
State	Published - Jul 2014

Bibliographical note

Funding Information:
The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1177/0014402914527240

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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.",

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note = "Funding Information: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.",

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AU - Cho, Sun Joo

N1 - Funding Information: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

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AB - 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.

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Effects of blended instructional models on math performance

Abstract

Bibliographical note

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