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Strategic Blended Learning: 9-12 Teacher Perceptions of Digital Engagement Post COVID-19

This quantitative study examined teacher perceptions on the relationship between technology, student academic behaviors, and performance in blended 9th-12th grade settings through pre-COVID-19 Pandemic and post-COVID-19 Pandemic learning experiences. This replicate study explored the relationship between teacher perceptions of student motivation and student autonomy and their relation to technology implementation in face-to-face instruction and blended learning environments. Particularly, this study analyzed how student motivation and student autonomy were affected by blended learning technologies and teaching strategies introduced after the onset of the COVID-19 Pandemic.
Data were examined to investigate teacher perceptions on the relationship between technology, student academic behaviors, and performance in blended learning 9th-12th grade settings through pre-COVID-19 Pandemic and post-COVID-19 Pandemic learning experiences in two east Tennessee school districts. Participants of this study included 42 high school teachers post-COVID-19 Pandemic in 2023 and 75 high school teachers pre-COVID-19 Pandemic in 2020 within two school districts in east Tennessee. Statistical analyses of the data revealed significance on participant teacher perceptions of student motivation and student autonomy. Findings did not correlate to the original study. The research revealed there was a significant difference in teacher perceptions of student autonomy in the face-to-face instructional setting. Findings indicated teacher perceptions of student motivation were significantly higher post-COVID-19 Pandemic compared to pre-COVID-19 Pandemic.

Identiferoai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5842
Date01 December 2023
CreatorsWeaver, Brandon D
PublisherDigital Commons @ East Tennessee State University
Source SetsEast Tennessee State University
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceElectronic Theses and Dissertations
RightsCopyright by the authors.

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