Blended instruction yields an above-moderate positive effect on student performance versus traditional teaching (SMD = 0.669)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 142 effect sizes from experimental and quasi-experimental studies, blended instruction has an above-moderate positive effect on student performance compared with traditional teaching. → Li 2022

Evidence¶

Li 2022¶

Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Best Evidence in Chinese Education, 10(2):1395-1403. https://doi.org/10.15354/bece.22.ar018

q3 · i2 · quant-synthesis · r?

Random-effects meta-analysis of 106 experimental and quasi-experimental studies published January 2000 to September 2021, pooling 142 effect sizes from an experimental group of 7064 students and a control group of 6733 students. The summary effect is "0.669", above Cohen's moderate benchmark of 0.5.

"This study uses the standardized mean difference as effect value and the summary effect of 142 effect sizes is 0.669. Cohen (1992) prescribes that an effect size less than 0.2 means a weak effect, an effect size of around 0.5 signifies a moderate effect"

Discussion¶

Related Claims¶

• Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — a narrower finding that bears on this claim
• Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845) — a narrower finding that bears on this claim
• Virtual patients blended with traditional education improve knowledge more than traditional education alone (pooled SMD=0.73) — related
• Blended instruction most strongly improves learning motivation (SMD = 0.936), with effects across six performance dimensions not significantly different — related
• Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference — a narrower finding that bears on this claim
• Group learning yields a larger effect (SMD = 0.678) than independent learning (SMD = 0.584) in blended instruction, without significant between-group difference — a narrower finding that bears on this claim