Bonferroni-corrected posttest means favored the blended group (16.45 vs 12.90) after controlling for pretest performance¶

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

Subclaims¶

q2 i? Post-hoc comparison of corrected means showed a significant difference of 3.55 points in favor of the blended teaching group. → 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 · i? · causal · r2

Bonferroni test for post comparisons of corrected means controlling pretest: traditional corrected mean 12.90 (SE 0.37), blended 16.45 (SE 0.38), difference 3.55, statistically significant at α=0.05. No effect size is printed for this pairwise comparison.

"Results in table (3) shows a significant difference between the performance of the two groups in the items of the achievement test in Maths, and on beha lf of the experimental group who were taught throug h blended teaching method"

Discussion¶

Related Claims¶

• All three instructional groups improved from pretest to posttest, with the blended learning group showing the highest mean gain score — related
• The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — a broader claim this one bears on
• Both blended learning and problem-based learning produced significantly higher algebra achievement than traditional lecture method, while BL and PBL did not differ significantly — reports the opposite