Undergraduates in a blended learning environment achieved significantly higher self-regulated learning post-test scores than students in two traditionally taught control groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Self-regulated learning post-test scores of the experimental blended group differed significantly from both control groups, while the two control groups did not differ from each other. → Uz 2018

Evidence¶

Uz 2018¶

Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886. https://doi.org/10.12973/eu-jer.7.4.877

q2 · i? · causal · r1

Quasi-experimental non-equivalent pre-test post-test control group study of 167 undergraduates; Kruskal-Wallis on post-test SRL scores gave chi-square = 12.315, p = .002, and Mann-Whitney U follow-ups showed the "experimental group and two control groups" differed significantly (p = .004 and p = .002) while Control 1 vs Control 2 did not (p = .713).

"Table 7 shows that the difference between self -regulated learning post -test scores of the experimental group and two control groups was statistically significant. But the difference between self -regulated learning post -test scores of two control groups was not statistically significant."

Discussion¶

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