Blended instruction produced higher course achievement than face-to-face instruction in a university elective music course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · not yet checked against its sources · 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.
q2 i? After 14 weeks, the blended group's mean achievement post-test score (M = 61.49) was significantly higher than the FTF group's (M = 51.16), t(177) = 6.913, p < .01. → Adileh 2012
Evidence¶
Adileh 2012¶
Adileh, M. (2012). Teaching music as a university elective course through e-learning. Australian Journal of Music Education, 2012(1), 71-79. https://eric.ed.gov/?id=EJ1000246
q2 · i? · causal · r1
Post-test comparison in a pre-test/post-test control group design with 179 university students (93 FTF, 86 blended) purposefully assigned for equivalency. The blended group's mean of 61.49 exceeded the FTF group's 51.16, with t(177) = 6.913 reported in Table 2; the article reports "significant difference in course achievement" without an effect size.
"there was significant difference in course achievement between the FTF and blended groups (p<.01). The experimental (blended) group's mean score on the achievement test was higher than the control (FTF) group's mean score."
Discussion¶
Related Claims¶
- FTF and blended groups were equivalent in prior music knowledge and attitudes before instruction — related
- Blended instruction produced more positive attitudes toward music learning than face-to-face instruction — 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
- CAMI produces significantly higher learning achievement than traditional narrative teaching in a Chinese musical instruments appreciation course — a broader claim this one bears on
- Prior studies of music technology in face-to-face settings and one e-learning composition study inform but do not settle the effectiveness of blended music instruction — related
- 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 — related
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