Blended e-learning students reported significantly higher self-assessed cognition and skill than traditional-learning students, with no significant difference in attitude¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 MANCOVA showed significant differences favoring the experimental group on cognition (F = 13.309; p < .01; η2 = .177) and skill (F = 6.246; p < .05; η2 = .092). → Chang 2014 q3 i? There was no significant difference in attitude between the two groups (F = 3.455; p = .068). → Chang 2014 (2)

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 · i3 · causal · r?

MANCOVA with pretest self-assessment as covariance compared the two groups (n = 65 total). The article reports cognition had the largest effect (η2 = .177), a high correlation, and skill a medium correlation (η2 = .092); the experimental group had significantly higher adjusted means on cognition and skill.

"there were significant differences in cognition (F = 13.309; p < .01) and skill ( F = 6.246; p < .05) between the two groups, but there was no significant difference in attitude ( F = 3.455; p = .068)"

Chang 2014 (2)¶

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?

Same MANCOVA analysis: the attitude between-group contrast was not significant (F = 3.455; p = .068; η2 = .053). No effect size interpretation beyond the printed η2 is offered; the authors explain attitude develops more slowly.

"there was no significant difference on attitude between both groups because the development of attitude was slow er, which confirmed the viewpoint proposed by Linn and Miller (2005)"

Discussion¶

Related Claims¶

• Blended e-learning significantly raised students' overall self-assessment scores relative to traditional learning (η2 = .129) — a broader claim this one bears on
• 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