Blended teaching produced significantly higher mathematics achievement than traditional teaching among third graders, accounting for 32.6% of posttest variance¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Third graders taught with blended teaching scored significantly higher on the mathematics achievement posttest than those taught traditionally, with teaching strategy accounting for 32.6% of variance (eta squared = 0.326). → Yaghmour 2016

Evidence¶

Yaghmour 2016¶

Kholoud Subhi Yaghmour. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, Vol.7, No.5. https://eric.ed.gov/?id=EJ1092394

q2 · i3 · causal · r2

Semi-experimental two-group study of 97 third graders (47 experimental, 50 control) in two Bani Kenanah schools, analyzed with Two Way ANCOVA controlling for pretest. The teaching strategy effect was significant at α=0.05, with a printed Eta Square effect size of η² = 0.326, i.e. the article states teaching strategy "acco unts for (32.6%) of the variance" in achievement.

"Effect Size was ca lculated using Eta Square, which resulted in (0.326) as show n in table (3), which indicates that the variable o f teaching strategy (traditional versus blended teaching) acco unts for (32.6%) of the variance in the means of th e performance of the participants of the study in the achievement of third graders in Maths as a whole"

Discussion¶

Related Claims¶

• Blended learning produced higher post-achievement in third-grade science than traditional teaching, explaining 16.9% of variance — related
• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related