Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Dr. Jackie D. Ramey

Second Advisor

Dr. Lori Wilson

Third Advisor

Dr. Greg Carter


In response to the Covid-19 Pandemic, schools worldwide were forced to react quickly to meet the needs of all students in an unprecedented time of change for all facets of society. Through a mixed-method approach, this study aimed to explore the effect of hybrid learning on student achievement, as well as the effect, if any, of teachers’ perceptions of their own digital abilities on student achievement. The research also examined the thoughts of students and teachers as it pertained to teaching and learning during the global pandemic. To analyze the effect of hybrid learning on student achievement, the researcher compared English II and Government End-of-Course (EOC) scores from a year when traditional instruction took place versus a year that required hybrid instruction due to the pandemic. A representation of teachers and students completed surveys, both based on the ISTE Standards, which focused on the respective perceptions of the teachers’ digital abilities. Teachers also completed a survey that analyzed three areas of their relationship with technology use: Comfort and Confidence, Perception of Technology Use, and Technology Integration. Those survey results were tied to EOC scores, which revealed the correlation between perception and achievement. Finally, students and teachers were given an opportunity to share their thoughts concerning the challenges of teaching and learning during a pandemic by answering open-ended questions housed in Qualtrics. The intent of this study was to provide the story of a small rural school as it navigated its way through a challenging time in the world. This study also serves as a guide to comparable districts as they begin their 1:1 journey and in a time of crisis.


Copyright 2022, Tiffany Rae James Young.

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