Both blended learning and problem-based learning produced significantly higher algebra achievement than traditional lecture method, while BL and PBL did not differ significantly¶

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? Bonferroni post-hoc comparisons showed BL and PBL each significantly outperformed TLM, but the BL-PBL difference was not statistically significant. → 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

Bonferroni post-hoc comparison of treatment groups' adjusted mean scores on the Algebra Achievement Test in the same ANCOVA. The article reports the BL-TLM difference as 6.687 and the PBL-TLM difference as 6.652, both significant at .000, while "The difference between mean posttest algebra scores of students in the BL and PBL groups was statistically not significant."

"The results from post -hoc analysis (Table 7) indicated that the mean algebra achievement scores of the students taught with the BL strategy were significantly higher than those taught with the traditional method. The mean algebra achievement scores of students taught with the PBL were significantly higher than those taught with the traditional method."

Discussion¶

Related Claims¶

• Descriptive gains in algebra achievement were largest for the blended learning group, followed by PBL and then TLM — related
• Bonferroni-corrected posttest means favored the blended group (16.45 vs 12.90) after controlling for pretest performance — reports the opposite
• Sidak post hoc tests showed blended learning and e-learning each significantly outperformed traditional teaching, but did not differ significantly from each other — related
• Senior secondary students taught Further Mathematics with problem-based learning scored significantly higher on a post-test researcher-designed higher-order test than students taught with the traditional method — related
• Senior secondary students taught Further Mathematics with problem-based learning scored significantly higher on a post-test teacher-made test than students taught with the traditional method — 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