Under Cohen's model, the effect of e-learning on academic achievement is interpreted as a statistically significant moderate positive effect¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The mean effect size of 0.6 based on Cohen's model stands slightly above the average, indicating a statistically significant moderate positive effect of e-learning on students' academic achievement. → Gloria Mothibi 2015

Evidence¶

Gloria Mothibi 2015¶

Gloria Mothibi. (2015). A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education. Journal of Education and Practice, Vol.6, No.9. https://eric.ed.gov/?id=EJ1082408

q3 · i? · quant-synthesis · r1

Interpretation of the meta-analytic effect sizes using Cohen's model (Table 4.2), with benchmark values for small, medium and large effects. The article reports the mean effect size of "0.6" stands slightly above the average, supporting a moderate positive effect.

"Moreover, the mean effect size (= 0.6) based on the Cohen's model stands slightly above the average. T herefore, it can be confirmed that e-learning has a statistic ally significant moderate positive effect on studen ts' academic achievement."

Discussion¶

Related Claims¶

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