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¶
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 exceed 0.8 for task-driven learning, role-playing, inquiry-based teaching, and case-based teaching; lecturing and demonstrative teaching show moderate effects; Q&A teaching shows no significant effect (P > 0.05). → Li 2022
q3 i? Between-group differences across the ten teaching methods are not statistically significant (p = 0.121). → 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 coding ten teaching methods across the pooled studies. Project-based learning, peer instruction, and learning by discussion exceed SMD 0.6; Q&A teaching (P > 0.05) shows no significant effect; the between-group test is p = 0.121 > 0.05.
"the effect sizes of blended instruction under task-driven learning, role-playing, inquiry-based teaching, and case-based teaching are all above 0.8, indicating these four teaching methods have substantial positive effects"
Discussion¶
Related Claims¶
- Blended instruction effects exceed 0.5 at every education level, peaking at senior secondary (SMD = 0.867), with no significant between-group difference — related
- Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-significant effect (ES = 0.396) — related
- Inquiry-driven teaching yields the largest creativity effect among teaching methods, followed by design-based and project-based teaching — related
- Blended instruction most strongly improves learning motivation (SMD = 0.936), with effects across six performance dimensions not significantly different — related
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