Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum

Abstract

Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement.

Keywords:

• blended learning
• standards-based curriculum
• student achievement
• teacher characteristics

Notes on contributors

Hasan Çakır is an assistant professor in Computer Education and Instructional Technology department at Gazi University. His work focuses on design, development, integration, and evaluation of learning environments supported with computer and the Internet technologies.

Barbara A. Bichelmeyer is a professor in Instructional Systems Technology department at Indiana University – Bloomington. Her research, teaching, and service focus on the areas of human performance improvement, instructional and program evaluation, instructional design, adult learning, and the integration of technologies in instructional environments.