Within-group pre-to-post gains were larger in the blended learning group (MD = 14.327, d = 1.016) than in the comparison group (MD = 8.231, d = .408)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The experimental group showed a significant pre-to-post mean difference of 14.327 with Cohen's d = 1.016, while the comparison group's gain was 8.231 with d = .408. → Abdissa 2024

Evidence¶

Abdissa 2024¶

Abdissa, D. G., Duressa, G. F., Olkaba, T. T., & Feyissa, E. G. (2024). Effect of blended learning educational model on secondary school students' mathematics conceptual understanding. Problems of Education in the 21st Century, 82(5), 585–599. https://doi.org/10.33225/pec/24.82.585

q2 · i3 · causal · r1

Paired sample t-test within the experimental group (n=38) in the quasi-experiment. The article reports the EG mean difference of 14.327 with Cohen's d = 1.016, and separately the CG gain of 8.231 with d = .408, both significant at p < .001.

"Table 7 shows that, for the EG, the average difference between the post-test and pre-test scores was 14.327, with a t-value of 7.740 and a p < .001, showing a significant enhancement in post-test performance."

Discussion¶

Related Claims¶

• Both groups improved from pretest to posttest, with the blended group's posttest means exceeding the control group's — related
• Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's — related
• Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean — related
• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related
• Student success scores increased in both the traditional and the WhatsApp-supported environments — related