Undergraduates taught with blended learning significantly outperformed those taught with traditional teaching in an educational technology course¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was a significant main effect of learning strategy on students' performance among blended learning, e-learning and control groups, favouring blended learning. → Gambari 2017

Evidence¶

Gambari 2017¶

Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R. (2017). Effectiveness Of Blended Learning And E-Learning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1). https://eric.ed.gov/?id=EJ1125071

q2 · i? · causal · r2

Quasi-experimental pretest-posttest control group study of 85 undergraduates in three intact classes in Kwara State, Nigeria; ANCOVA with pretest as covariate showed "a significant main effect of learning strategy on students’ performance" at the 0.05 level; no effect size printed.

"As illustrated in Table 3, there was a significant main effect of learning strategy on students’ performance, F (1, 81) = 10.641, p < 0.05."

Discussion¶

Related Claims¶

• Sidak post hoc tests showed blended learning and e-learning each significantly outperformed traditional teaching, but did not differ significantly from each other — related
• Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
• No significant gender difference in performance among undergraduates taught with blended learning — related