Virtual and Blended Instruction and School Lunch Eligibility on Student Achievement during the Coronavirus Pandemic
Date of Award
Doctor of Education (EdD)
Dr. Kimberly Flowers
The purpose of this dissertation was to determine the effects of virtual and blended instruction and school lunch eligibility on student achievement during the coronavirus (COVID-19) pandemic measured by the 2021 ACT Aspire Interim Assessment scores. Scores chosen were from seventh- and ninth-grade students in five schools giving the ACT Aspire Interim Assessment prior to Winter Break. The scores were used to provide academic performance data for the dependent variables used in each hypothesis. Bronfenbrenner developed the ecological systems theory in 1979 to identify environmental factors affecting a person’s characteristics over a lifetime. COVID-19 affected education and instructional delivery during the pandemic. Of the four hypotheses, none displayed a significant interaction between instruction type and school lunch eligibility. This study’s results indicated only one significant main effect for instructional type. Overall, these results revealed that instructional delivery type was not a significant factor for students’ success.
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Helms, LeAnn Ferrell, "Virtual and Blended Instruction and School Lunch Eligibility on Student Achievement during the Coronavirus Pandemic" (2021). Dissertations. 65.