Blended instruction produced more positive attitudes toward music learning than face-to-face instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After instruction, the blended group's mean Attitude Scale score (M = 130.535) was significantly higher than the FTF group's (M = 124.505), t(177) = 3.003, p = .003. → 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 on a 40-item four-point Likert attitude scale (reliability 0.92) administered to the same 179 students. Table 4 reports blended M = 130.535 vs FTF M = 124.505, t(177) = 3.003, p = .003; no effect size is printed.

"there was a significant difference in attitudes towards music learning between the FTF and blended groups after the instruction took place (p<.01).The experimental (blended) group's mean score on the Attitude Scale 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 higher course achievement than face-to-face instruction in a university elective music course — related
• Blended e-learning students reported significantly higher self-assessed cognition and skill than traditional-learning students, with no significant difference in attitude — reports the opposite
• Iranian EFL learners held predominantly positive attitudes toward blended vocabulary learning, citing flexible timing, personalized learning, and the systematic app design — related
• 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