Claims

E-learning has a statistically significant positive effect on students' academic achievement in higher education, with a random effects mean effect size of 0.712

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i2 medium
Currency · newest study 2015 · 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 i2 The random effects mean size of the impact of e-learning on students' academic achievement in the studied sample was 0.712, and the estimated impact size lies within the confidence interval. → 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 · i2 · quant-synthesis · r1

Meta-analysis of 15 research studies on ICT-based e-learning and academic achievement conducted 2010-2012, selected by systematic sampling, analyzed with fixed and random effects models. The random effects mean effect size was "0.712" and the homogeneity test provided significant values (Sig. 0.031, df 4).

"Based on the results presented in Table 4.1 above, the random effects mean size of the impact of e-lea rning on students' academic achievement in the studied sampl e was 0.712. Given that the estimated impact size l ies within the confidence interval, therefore e-learning has a significant effect on students' academic ac hievement in higher education."

Discussion

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