Quantitative Analysis of Online Teaching and Learning Techniques and the 2019 English Language Proficiency Assessment Levels in a Tri-State Region

Abstract

The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods and among the proficiency levels among elementary schools across a tri-state area. Theories and concepts related to this research were English as a second language, vocabulary study in reading, English immersion, and blended learning and how these were applied in a virtual platform. The researcher applied chi square goodness-of-fit tests to analyze data which was collected from 2019 English proficiency assessments of 46,754 English language learners in 1037 different school districts, and online Qualtrics surveys of 137 English as a second language educators in grades two-five, within the tristate area of Pennsylvania, Ohio, and West Virginia. Future research should determine to what extent there is a relationship between proficiency assessments English language arts scores and suburban elementary English as a second language teachers who use more than 30 minutes of online learning and teaching techniques daily.