Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference¶

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

Subclaims¶

q3 i? Effect sizes across class sizes of 51-100 (0.752), 100+ (0.704), 31-50 (0.663), and 1-30 students (0.562) are all above 0.5, and class size does not significantly moderate effects (p = 0.485). → 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 · i? · quant-synthesis · r?

Moderator analysis comparing pooled effect sizes across four class-size groups in the meta-analysis. The article reports all four SMDs exceed 0.5 and the between-group test (p = 0.485 > 0.05) shows no significant differences.

"SMDs of class sizes of 51 - 100 students, 100 + students, 31 - 50 students and 1- 30 students are 0.752, 0.704, 0.663, and 0.562 respectively"

Discussion¶

Related Claims¶

• Blended instruction most strongly improves learning motivation (SMD = 0.936), with effects across six performance dimensions not significantly different — related
• Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — related
• Teacher-student online interaction pattern significantly moderates blended instruction effects, with synchronous + asynchronous interaction largest (SMD = 1.189) and absence of interaction smallest (SMD = 0.130) — related
• Sequence of online and face-to-face teaching does not significantly moderate blended instruction effects, though face-to-face + online + face-to-face shows the largest point estimate (SMD = 0.757) — related
• Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845) — related
• Blended instruction effects exceed 0.5 at every education level, peaking at senior secondary (SMD = 0.867), with no significant between-group difference — related
• Shift-class stratification shows a larger effect (SMD = 0.99) than in-class stratification (SMD = 0.51), though the between-group difference is not statistically significant — related
• Group learning yields a larger effect (SMD = 0.678) than independent learning (SMD = 0.584) in blended instruction, without significant between-group difference — related
• Blended instruction yields an above-moderate positive effect on student performance versus traditional teaching (SMD = 0.669) — a broader claim this one bears on