Blackboard-based blended teaching showed no statistically significant effect on self-confidence¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · 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? Post-scale ANOVA found no statistically significant difference between groups on self-confidence (F = 0.22). → Wadha H. Al-Otaibi 2017

Evidence¶

Wadha H. Al-Otaibi 2017¶

Wadha H. Al-Otaibi. (2017). The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University. International Education Studies, 10(11). https://doi.org/10.5539/ies.v10n11p100

q2 · i? · causal · r1

ANOVA on the self-confidence post-scale (52 items, reliability 0.94) in the same quasi-experiment; post means were 165.5 (experimental) vs 161.4 (control). The third null hypothesis was accepted; no effect size printed, impact null.

"Table 14 indicates no statistically significant differences in self- confidence scale, where (F) value scored (0.22) at the level of (α ≤ 0.05). Accordingly, blended teaching, based on the e-learning management system “Blackboard”, doesn't affect the development of self- confidence."

Discussion¶

Learner Variables¶

Self-Efficacy — outcome: instruction changes it

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.