Date of Award
Doctor of Education (EdD)
Mary Beth Roth
Educators continue to search for a balance between preparing students for a marketable future and integrating face-to-face instruction. Many factors influence various educational models related to best instructional methodologies. The purpose of this study was to investigate the relationship between student perceptions regarding student motivation to read and the corresponding effect on student achievement within a blended learning environment. This mixed methods study determined whether the use of digital collaborative learning, as it applies to literacy, within a blended learning environment would have any corresponding effects on student motivation and achievement. Participants included fifth-grade students at the elementary level and students enrolled in a teacher cadet course at the secondary level. Quantitative data were analyzed using paired t tests, while qualitative data were coded for themes. The results of the study led to a revised conceptual framework that included a personalized learning component. A key finding emerged at the conclusion of the study:
Data indicated increased levels of engagement and overall enthusiasm for reading in a blended learning environment. Two secondary findings included:
The teacher cadets believed the use of digital collaborative literacy in a blended learning environment served to provide students with an individualized, targeted focus on reading instruction and a significant difference existed in participant pre and posttest scores, with student levels of achievement having increased at the conclusion of the study.
The results of the study indicate the use of digital collaborative literacy within a blended learning environment has a direct impact on student motivation, engagement, and achievement.
Miller, Jennifer, "Digital Literacy: The Impact of a Blended Learning Model on Student Motivation and Achievement" (2021). Doctor of Education Dissertations. 38.
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