With the use of technology continually increasing in the classroom, different learning models with technology as the central component are increasing in the education world. One of these models is called the blended learning model. However, the direct-teaching model continues to be widely used, even with computer usage in classrooms on the rise. This thesis was designed to find if one of these teaching models yields better academic results when compared with the opposing model. Also, students’ perceptions of mathematics education were taken into account by surveys. In order to do this, four Algebra I classes were split into two groups for one complete unit of learning. One group was taught via blended learning, while the other group was taught via direct teaching. Students completed classroom quizzes, a mid-unit test, and an end of the unit exam over the duration of the study. When the findings showed that academic results did not differ between the two models significantly, more analysis was conducted using the perception surveys. The results from the perception surveys indicated that students’ self-efficacy in their mathematical ability and history of success in mathematical classes showed the greatest impact on the end of the unit exam. This thesis also provides background on both models, as well as a variety of studies based around technology in education. Also, this thesis will describe how different educational theorists and theories as well as state and national mathematics education standards provide a framework to the blended learning model. Lastly, this thesis also provides implications for people in education, as well as future researchers.


Pierce, Pamela

Second Advisor

Broda, Mathew


Education; Mathematics


Algebra | Instructional Media Design | Online and Distance Education | Science and Mathematics Education | Secondary Education and Teaching

Publication Date


Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis



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