A teacher-developed blended learning model on building reading comprehension skills to support across-curriculum performances
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Palabras clave : 
Materias Investigacion::Educación
Blended learning
Literacy skills
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Fecha de la defensa: 
HUI, Macy. “A teacher-developed blended learning model on building reading comprehension skills to support across-curriculum performances”. Breeze, Ruth (dir.). Tesis doctoral. Universidad de Navarra, Pamplona, 2016
Reading comprehension is one of the essential literacy skills needed for all grade levels students to excel in academic studies, and for effective participation in social and cultural activities in our information and knowledge-based society. The purpose of this study was to investigate the effects of a teacher-developed literacy program using the Blended Learning environment on students’ achievements with respect to: (1) Literacy proficiency in core content subjects’ performance of English, History, Math, and Science, (2) and students’ engagement and motivation in the learning process. The study examined how twelve subject teachers at three grade levels (10th, 11th, and 12th) planned, organized, implemented, developed, and applied Blended Literacy instruction and learning strategies that focused on reading skills and comprehension in the core subjects. Through the observational inquiry approach that examined teachers’ and students’ behavior in the teaching and learning processes, the researcher sought answers to research questions related to the impact of Blended Learning on teachers’, students’ and parents’ beliefs on curriculum design, instruction, learning in each of the components of Blended Learning. After an extensive analysis of qualitative and quantitative data of student academic performances in four core subjects, the research findings concluded that students’ performance progress using Blended Learning Methodology was positively related to their achievements in every subject. Seventy-seven participant students demonstrated a remarkable performance record, showed achievement gains of five to sixteen times, and statistical significance of p-value < .000, in every subject at the end of the school year 2013-2014. Students demonstrated significantly better on overall mean scores in Term 2 over Term 1 as both teachers and students gained proficiency in the use of the Blended Learning model. This study confirmed the current conclusion by most studies at higher educational institutions that Blended Learning increases class participation, inspires deeper intrinsic motivation, and improves the quality of teacher and student commitment.

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