Blogging did not improve student performance on tests and examinations once student ability was controlled in one experimental study¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Cameron's study of 170 Economics students using a class blog, student performance in tests and examinations was not correlated with blog participation after controlling for student ability. → Carlos R. del Blanco 2018

Evidence¶

Carlos R. del Blanco 2018¶

Carlos R. del Blanco, Ivan García-Magariño. (2018). The use of blogs in the education field: A qualitative systematic review. https://arxiv.org/abs/1810.05421

q2 · i? · review · r2

Review reports Cameron's study of 170 Economics students using a class blog for discussions, with academic tests and examinations as data. The review states "student perf ormance in tests and examinations was not correlated with blog participation on ce that student ability was controlled".

"Although students generally perceived posit ive feelings regarding the blog usage, the results indicated that student perf ormance in tests and examinations was not correlated with blog participation on ce that student ability was controlled."

Discussion¶

Related Claims¶

• Blogging improved academic performance in problem-based learning in one experimental study — reports the opposite
• Web 2.0 technologies (wikis and blogs) show a positive, moderate pooled effect on academic performance (E++ = 0.740) across 19 quasi-experimental studies — reports the opposite
• Experimental studies found no significant increase in students' knowledge from blogging in three separate studies — related
• Blogging fostered positive student engagement and interest in learning activities across most studies, though experimental evidence was mixed — related