Blended teaching shows no significant difference in multiple-choice question scores compared to traditional teaching¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2024 · 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.
q3 i? Blended teaching shows no significant difference in multiple-choice question scores compared to traditional teaching (SMD = −0.63, CI crosses zero). → Zhang Z 2024
Evidence¶
Zhang Z 2024¶
Zhang Z, Zhang Z, Yu Y, Jiang M, Deng L, Guo L. (2024). Impact of different teaching modes on medical students' performance under the scoring criteria for multiple-choice questions: A meta-analysis. Medicine. https://doi.org/10.1097/MD.0000000000041008
q3 · i? · quant-synthesis · r2
A meta-analysis of randomized controlled trials and crossover trials comparing blended teaching with traditional teaching. The pooled analysis found "the multiple-choice test scores in blended teaching were lower than those in traditional teaching, but there was no significant difference".
"The analysis results indicated that the multiple-choice test scores in blended teaching were lower than those in traditional teaching, but there was no significant difference, with a SMD of −0.63, 95% CI (–1.85, 0.59)"
Discussion¶
Related Claims¶
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