University students in a blended learning German course showed significantly greater achievement gains than students in a traditional face-to-face course over 10 weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The group-by-measurement interaction for German achievement was significant, with the blended learning group improving more than the traditional group. → Isiguzel 2014

Evidence¶

Isiguzel 2014¶

Isiguzel, B. (2014). The blended learning environment on the foreign language learning process: A balance for motivation and achievement. Turkish Online Journal of Distance Education-TOJDE, 15(3), Article 10. https://eric.ed.gov/?id=EJ1043673

q2 · i? · causal · r2

Quasi-experimental pretest-posttest control group study with 62 students (35 experimental, 27 control) over 10 weeks; two-way ANOVA for mixed measures. The interaction was significant: "[F (1-60)= 7.292, p< .005]". Means rose from 33.08 to 69 (experimental) and 30.40 to 57.18 (control).

"the learning enviro nments have a significant effect on the repeated measurement factors of German language class success on both groups. [F (1-60)= 7.292, p< .005]"

Discussion¶

Related Claims¶

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