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)¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired samples t-tests showed significant pre-to-post gains in both groups (experimental gain 16.11, control gain 9.62; both p = .000), with the experimental gain described as twice as much as the control group's. → Edward et al. 2019

Evidence¶

Edward et al. 2019¶

Chamila Nishanthi Edward, David Asirvatham & Md Gapar Md Johar. (2019). The Impact of Teaching Oriental Music Using Blended Learning Approach. Malaysian Journal of Learning and Instruction, 16(1), 81-103. https://eric.ed.gov/?id=EJ1219911

q3 · i? · causal · r1

Paired samples t-test on gain for each group: experimental t(119) = 17.852, control t(239) = 12.825, both Sig. (2-tailed) .000; 95% CIs [14.364, 18.289] and [8.139, 12.825] exclude zero. The article states "there was a considerable improvement in the control group as well".

"Experimental group average gain difference is 16.11 and the control group average gain difference is 9.62. Thus, the result shows that there is a substantial gain difference between experimental groups who studied under BL than those who studied under traditional method."

Discussion¶

Related Claims¶

• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — a broader claim this one bears on
• Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean — a broader claim this one bears on
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — a broader claim this one bears on
• Sri Lankan senior secondary students taught Oriental Music under a blended learning approach scored significantly higher on Ordinary Level competency achievement tests than students taught by traditional methods — related
• Blended e-learning did not significantly affect vocational students' achievement test scores compared with traditional learning after five weeks — related