Descriptive gains in algebra achievement were largest for the blended learning group, followed by PBL and then TLM¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Participants exposed to the BL strategy had the highest pretest-to-posttest mean difference (17.98), compared with 8.74 for PBL and 2.53 for TLM. → Ojaleye 2018

Evidence¶

Ojaleye 2018¶

Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra. International Journal of Research in Education and Science (IJRES), 4(2), 486-501. https://doi.org/10.21890/ijres.428286

q3 · i? · causal · r2

Descriptive statistics (means and standard deviations) from Table 3 of the quasi-experimental study: BL posttest mean 34.36 (SD 8.46, n=176), PBL 24.25 (SD 9.34, n=96), TLM 17.47 (SD 5.10, n=116). These are descriptive group differences; the inferential test is reported separately.

"In addition, participants exposed to the BL strategy had the highest mean difference of 17.98 whereas the PBL and TLM groups had mean difference of 8.74 and 2.53 respectively."

Discussion¶

Related Claims¶

• Both blended learning and problem-based learning produced significantly higher algebra achievement than traditional lecture method, while BL and PBL did not differ significantly — related
• Instructional strategy has a statistically significant main effect on senior secondary students' achievement in algebra, with a large partial eta squared of .136 — related