The deviation of BIT students' exam results from BA means did not change significantly between conventional (2012/13) and FLEX (2014) formats¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Comparing z-transformed deviations of BIT results from BA means, there was no significant change in 2014 versus 2012/13 (Cohen's d = 0.04), and the equivalence test again indicated statistical equivalence. → Claude Müller 2018

Evidence¶

Claude Müller 2018¶

Claude Müller, Michael Stahl, Mark Alder, Maximilian Müller. (2018). Learning Effectiveness and Students' Perceptions in a Flexible Learning Course. European Journal of Open, Distance and e-Learning, 21(2). https://eric.ed.gov/?id=EJ1208426

q3 · i? · causal · r2

Because exam results differed by study programme (BA highest, BL lowest in all years), the authors z-transformed BIT-minus-BA deviations across years. The t-test comparing 211 (2012/13) and 140 (2014) cases showed no significant change (d = 0.04); the equivalence test (t = 0.40 vs quantile 2.93) indicated equivalence.

"The results of the t -test shown in Table 3 indicate no significant change in the deviation of the final exam results in 2014 (year with FLEX format) compared with 2012/13 (years with conventional format). The effect size ( Cohen's d = 0.04) is very low ."

Discussion¶

Related Claims¶

• An equivalence test showed FLEX and conventional students' final exam results were statistically equivalent despite halved classroom time — related
• FLEX students with 57% less face-to-face time showed no significant difference in final exam results compared with conventionally taught students — related