Blended learning produced higher post-achievement in third-grade science than traditional teaching, explaining 16.9% of variance¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Third graders taught via blended learning scored significantly higher on the post-achievement test than those taught traditionally, with an eta-squared effect size of 16.9%. → Khader 2016

Evidence¶

Khader 2016¶

Nisreen Saleh Khader Khader. (2016). The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana. Journal of Education and Practice, 7(35). https://eric.ed.gov/?id=EJ1126508

q2 · i2 · causal · r2

Quasi-experiment with 108 third graders (54 experimental, 54 control) taught the units and changes of the material and parts and functions of plants; two-way ANCOVA on post-test controlling for pretest. The F value was "(21.004), which is statistically significant at the level of statistical significance (α = 0.000)"; eta squared was 16.9%.

"The value of the calculated (P) is (21.004), which is statistically significant at the level of statistical significance (α = 0.000)"

Discussion¶

Related Claims¶

• Blended teaching produced significantly higher mathematics achievement than traditional teaching among third graders, accounting for 32.6% of posttest variance — related
• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related