Prospective teachers taught with an activity-based blended learning strategy reported significantly higher motivation than those taught with conventional blended learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the same 8-week quasi-experiment, the activity-based blended learning group showed significantly higher motivation on Keller's ARCS scale than the conventional blended learning group (F = 16.149, p = .000). → 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 · r1

2x2x3 ANOVA on Keller's Instructional Materials Motivation Survey administered at the end of the course to both groups (N = 52). Experimental motivation mean was 3.9925 versus control 3.4882; the article reports the group effect as "significant at 0.000" favoring the experimental group.

"there is a significant difference in the mean scores of the motivation between the control group and experimental group (F-value= (16.149) with df = (1, 51) significant at 0.000) in favor of the experimental group"

Discussion¶

Related Claims¶

• Prospective teachers taught with an activity-based blended learning strategy scored significantly higher on post-test achievement than those taught with conventional blended learning — related
• The e-learning group reported significantly higher motivation to learn than the lecture-based group — related
• Motivation did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found for motivation — related
• Pre-service teachers taught probability with the ABSL approach achieved significantly higher post-test scores than those taught with traditional methods — related