Graduate Research Paper (UNI Access Only)
This research explores the effects of a station-rotation model of blended learning on student engagement and achievement in a high school mathematics classroom. The study was conducted in an Advanced Math class at a small, rural high school in Iowa, with 10 participants over an eight-week period. The unit studied was comprised of five lessons, with students rotating through three stations in each lesson. At least one of those stations involved online components in order to maintain a blended learning environment. Major findings indicate that although there is not enough evidence to determine that a station-rotation model of blended learning increases student engagement and achievement, this model can be beneficial for those areas. This study also identifies the further need for investigation at the station level, rather than the lesson level, to determine whether this model of blended learning affects student engagement and achievement.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Leigh Zeitz, Graduate Faculty Reader
1 PDF file (60 pages)
©2018 Melinda Tremmel
Tremmel, Melinda, "The effects of a station-rotation model of blended learning on student engagement" (2018). Graduate Research Papers. 335.