A recent study by Princeton student, Laura Du concludes that Blended Learning schools perform as well or better on California statewide standardized tests than non-blended schools. Blended learning is associated with gains of up to 0.84 standard deviations in math achievement and up to 0.42 standard deviations in ELA. These gains represent the difference between “Basic” and “Proficient.”
Laura concludes by stating research on blended learning must keep pace with the innovation. To do that we are going to need more teachers collecting data on blended learning lessons. Readers interested can contact her at LDU@princeton.edu and request the entire study.
Personally, I feel that teachers should be conducting this type of research in their classrooms. In the table below, I compare classwork and homework completion rates of blended or “flipped” assignments to the completion rates of traditional assignments.
|Flipped Classroom||Traditional Classroom|
|Classwork Completion Percentage||0.77||0.70|
|Homework Completion Percentage||0.71||0.63|
This data suggests that students prefer flipped, or blended assignments. I have not been able to measure whether or not blended learning leads to greater achievement gains in my classes. The averages on my classroom assessments show no statistical differences. Thus, I am inspired with the methodology of Laura’s study and I hope it leads other teachers and educational researchers to examine blended learning outcomes with renewed vigor.