Blackboard-based blended teaching showed no statistically significant effect on university study skills¶

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¶

q2 i? Post-scale ANOVA found no statistically significant differences between groups on total university study skills or its six sub-levels (F values 0.001–1.09). → 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 post-scale of university study skills (52 items, reliability 0.94) in the same quasi-experiment; the second null hypothesis was accepted. No effect size is printed, so impact is null; equivalence was not tested.

"Table 12 shows no statistically significant differences in the university study skills. (F) Value for university study skills scale and its sub-levels rated (0.001, 1.09, 0.02, 0.70, 0.08, 0.91 and 0.42), respectively, at the level of (α ≤ 0.05)."

Discussion¶

Related Claims¶

• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related
• Blackboard-based blended teaching showed no statistically significant effect on self-confidence — related