Blended instruction effects exceed 0.5 at every education level, peaking at senior secondary (SMD = 0.867), with no significant between-group difference¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Effect sizes are above 0.5 at all education levels, with senior secondary (0.867) and junior secondary (0.758) highest, and education level does not significantly moderate the effect (p = 0.550). → 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 of the meta-analysis comparing pooled effect sizes across five education levels: senior secondary, junior secondary, higher education, primary, and adult. All are above 0.5; the between-group test (p = 0.550 > 0.05) shows no significant differences, though the article notes an "exceptionally great positive effect at the senior secondary level".
"0.867, 0.758, 0.647, 0.566 and 0.565 respectively. The effect sizes at senior secondary and junior secondary levels are both above 0.75"
Discussion¶
Related Claims¶
- 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 — related
- Task-driven learning, role-playing, inquiry-based, and case-based teaching show effects above 0.8 in blended instruction, while Q&A teaching shows no significant effect — 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
- School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten — related
- EdTech effects vary by school stage and subject, with science showing the largest subject-level effect (d = 0.893) — related
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