Blended e-learning did not significantly affect vocational students' achievement test scores compared with traditional learning after five weeks¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? ANCOVA showed no significant difference in achievement test scores between the blended e-learning group and the traditional learning group (p = .825). → Chang 2014

Evidence¶

Chang 2014¶

Chang, Shu, Liang, Tseng, and Hsu. (2014). Is Blended E-Learning Better than Traditional Classroom Learning for Vocational High School Students? Vol 15 | No 2 April/14. http://el.evta.gov.tw/

q3 · i? · causal · r?

Quasi-experimental ANCOVA on 65 vocational 11th graders (experimental n = 33, control n = 32) using the last two midterms as covariance; Levene's test was insignificant (p = .858). The between-group effect size was .001, described as showing blended e-learning "did not significantly affect achievement test scores."

"The average score on the achievement test for the experimental group was slightly higher than that for the control group, but ANCOVA showed an insignificant result ( p = .825)"

Discussion¶

Related Claims¶

• The flipped classroom model did not significantly affect pre-service teachers' academic achievement compared with traditional blended learning over four weeks — related
• 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
• Both groups improved significantly from pre-test to post-test, but the blended learning group's average gain (16.11) was roughly twice the control group's gain (9.62) — related
• Saudi EFL preparatory students taught through a blended e-learning approach for 8 weeks outperformed a traditionally taught control group on an achievement test — reports the opposite