Blended e-learning significantly raised students' overall self-assessment scores relative to traditional learning (η2 = .129)¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The experimental group had significantly higher adjusted overall self-assessment scores than the control group, with a medium effect size (η2 = .129). → 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 · i2 · causal · r?

MANCOVA between-group contrast on overall self-assessment (cognition, skill, and attitude combined) for the 65 students; the between-group F was 9.186 (p = .004) with η2 = .129, which the article classifies as a medium correlation.

"For the overall self -assessment, there was a significant difference between both groups. The effect size ( η2) of the overall self -assessment was .129, indicating a medium correlation between blended e-learning and students’ overall self-assessment score."

Discussion¶

Related Claims¶

• Blended e-learning students reported significantly higher self-assessed cognition and skill than traditional-learning students, with no significant difference in attitude — a narrower finding that bears on this claim
• Students' self-assessment scores rose significantly from before to after studying through blended e-learning, with medium-to-large gains on all three aspects — related
• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related