Document Type
Dissertation
Date of Award
12-2023
School/College
College of Education (COE)
Degree Name
Ed.D., Counselor Education
Committee Chairperson
Irvine E Epps
Committee Member 1
Shanna Broussard
Committee Member 2
Jessica Davis
Committee Member 3
Emiel Owens
Keywords
Cognitive Learning Theory, Connectivism, COVID, Face-to-Face, STAAR Test, Virtual
Abstract
The Center for Disease Control (CDC) did not allow elementary aged students to receive the vaccination for COVID-19 (which will be referred to as the pandemic) until the Spring of 2021. This created two environments: the face-to-face learning environment and the virtual learning environment. Teachers were thrown into a situation in which they had to consider the risks to their own health before deciding on the best way to teach a particular lesson. Virtual learning was not considered by some to be as effective as face-to-face learning. The purpose of this quantitative comparative study was to analyze the mean scores on state testing of third, fourth, and fifth-grade students that received virtual instruction and face-to-face instruction in Title 1 schools in Texas. For this study, the independent variables are virtual learning and face-to-face learning. The dependent variables are the mean scores on state testing for reading and math. The Kruskal-Wallis H Test compared the mean scores of students that learned in virtual environments and face-to-face environments to determine if there is a significant difference in math and reading. This study was grounded in two theories of learning; cognitive learning theory and connectivism learning theory. The goal was to make an empirical contribution to the body of knowledge concerning performance of state testing of students who learned in a virtual environment compared to students who learned in a face-to-face environment.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Clay, Shalyn Valencia, "A Comparison Of The Academic Performance Of Third-Fifth Grade Students In A Title I School Using Virtual Versus Face-To-Face Instruction" (2023). Dissertations (2016-Present). 83.
https://digitalscholarship.tsu.edu/dissertations/83