Prospective teachers taught with an activity-based blended learning strategy scored significantly higher on post-test achievement than those taught with conventional blended learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Design limits · Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? In an 8-week quasi-experiment (N = 52), the activity-based blended learning group significantly outscored the conventional blended learning group on post-test achievement (F = 6.865, p = .012). → Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015

Evidence¶

Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015¶

Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed. (2015). Effects of Activity Based Blended Learning Strategy on Prospective Teachers' Achievement and Motivation. i-manager's Journal of School Educational Technology, Vol. 11, No. 1, June - August 2015. https://eric.ed.gov/?id=EJ1097417

q2 · i? · causal · r2

Quasi-experimental study of two randomly assigned sections of 26 students in TECH 3007 at Sultan Qaboos University, taught over 8 weeks; 2x2x3 ANCOVA with pretest as covariate. Experimental post-test mean was 17.0577 versus control 14.6731, and the article reports the difference as "significant at 0.012" in favor of the experimental group.

"there is a significant difference in the mean scores of the post test between the control group and experimental group (F-value= (6.865) with df = (1, 51) significant at 0.012) in favor of the experimental group"

Discussion¶

Related Claims¶

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