Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
David Nelson
Keywords
social anxiety, blended learning, Vygotsky, Social Interaction in Learning, Gender-based Outcomes
Disciplines
Curriculum and Instruction | Educational Psychology
Recommended Citation
Batts-Turner, Tabitha C., "A Causal-Comparative Examination of the Impact of Male and Female Secondary Students' Social Anxiety Enrolled in Blended Courses" (2025). Doctoral Dissertations and Projects. 7826.
https://digitalcommons.liberty.edu/doctoral/7826
Abstract
The purpose of this quantitative causal-comparative study was to determine if a difference existed in male and female students’ social anxiety scores in the pedagogical approach of blended learning. This study was essential because social anxiety impacted students' quality of life, affecting them long after leaving high school. The ramifications of social issues impacted future earnings, relationships, and psychological well-being; therefore, this study added to the literature on social anxiety and blended learning pedagogy. The sample was comprised of 79 students in blended learning with flipped instructions and 79 enriched virtual. All students were from a rural high school in North Carolina, grades 9th-12th. Data was collected using Google Forms administered by classroom teachers for the Social Anxiety Scale for E-Learning Environments. The results indicated that students' social anxiety was not increased as a result of the classroom pedagogy. It was recommended that additional research be conducted on the impact of class and graduation.
