Sri Lankan senior secondary students taught Oriental Music under a blended learning approach scored significantly higher on Ordinary Level competency achievement tests than students taught by traditional methods¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? The experimental (blended learning) group's post-test mean of 71.75 was significantly higher than the control group's mean of 52.07, with a mean difference of 19.68 ±1.91. → Edward et al. 2019
Evidence¶
Edward et al. 2019¶
Chamila Nishanthi Edward, David Asirvatham & Md Gapar Md Johar. (2019). The Impact of Teaching Oriental Music Using Blended Learning Approach. Malaysian Journal of Learning and Instruction, 16(1), 81-103. https://eric.ed.gov/?id=EJ1219911
q3 · i? · causal · r2
True experimental pretest-posttest control-group study with random assignment of 9 Colombo-district schools; 120 experimental and 240 control students. Independent samples t-test showed a significant difference in mean marks between groups (t = 5.278, df = 358, p = .000), described as "a significant difference in mean marks between the experimental and control group".
"The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 ±1.91."
Discussion¶
Related Claims¶
- Prospective teachers taught with an activity-based blended learning strategy scored significantly higher on post-test achievement than those taught with conventional blended learning — related
- Both groups improved significantly from pre-test to post-test, but the blended learning group's average gain (16.11) was roughly twice the control group's gain (9.62) — related
- Pre-service teachers taught probability with the ABSL approach achieved significantly higher post-test scores than those taught with traditional methods — related
- Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.