The integration of blended learning models into secondary education requires rigorous evaluation to justify resource allocation and inform pedagogical practice. This essay proposes an outline for an evaluation of the "Flex-Connect" Blended Learning Initiative (F-C BLLI), a rotational model implemented in District 47 high schools. The primary purpose is to assess the program's efficacy, implementation fidelity, and cost-effectiveness, thereby guiding district administrators on scaling and modification decisions (Fitzpatrick, Sanders, & Worthen, 2011).

Evaluation Design and Methodology

The evaluation employs a pragmatic mixed-methods design to achieve triangulation, combining robust quantitative data with rich qualitative insights (Creswell & Plano Clark, 2011).

Quantitative Assessment

The core of the efficacy assessment relies on a quasi-experimental design. Student participants in the F-C BLLI (Cohort 1) will be compared to students receiving traditional instruction (Cohort 2) in similar subject areas. The dependent variables will include standardized End-of-Course (EOC) assessment scores and final course grades (GPA). To control for pre-existing differences in student ability, Analysis of Covariance (ANCOVA) will be used, with prior academic achievement serving as the covariate (Tavakoli, 2023).

Furthermore, data from the digital platform—such as time on task and module completion rates—will be analyzed descriptively and correlated with EOC performance to gauge the direct impact of the online component. To evaluate implementation fidelity, trained observers will use a standardized checklist during classroom visits, yielding quantitative fidelity scores for each teacher.

Qualitative Assessment

The qualitative component focuses on process and perception. This data is critical for understanding why the program succeeds or fails in certain contexts. Teacher focus groups will be conducted to explore challenges related to technology integration and professional development needs, while administrator interviews will focus on logistical and support barriers. Student surveys will capture self-reported data on engagement, motivation, and perceived self-efficacy within the new rotational structure. Thematic analysis will be applied to the interview and focus group transcripts to identify recurring patterns and insights (Braun & Clarke, 2006).

Conclusion

This proposed evaluation design leverages the strengths of both quantitative measurement (establishing outcomes) and qualitative inquiry (understanding context and process). By combining an ANCOVA-based efficacy study with detailed implementation fidelity checks and user perception data, the evaluation provides a comprehensive framework for determining if the significant investment in the F-C BLLI is justified by demonstrable gains in student achievement and whether the program is being implemented as intended. The results will be directly actionable for District 47 in refining the initiative for future academic years.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Pearson.

Tavakoli, H. (2023). A dictionary of research methodology and statistics in applied linguistics. Rahnama Press.