Undergraduate students taught SQL face-to-face performed significantly higher on the SQL Final Test than students taught with a blended learning method over a two-week experiment¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2019 · 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.
q2 i2 Students in the F2F learning environment performed significantly higher than students in the blended learning environment on the SQL Final Test (Mann-Whitney U=242.0, z=-2.813, r=.36). → Yavuzarslan 2019
Evidence¶
Yavuzarslan 2019¶
Yavuzarslan, M., Olgun, H., & Yazici, S. (2019). A Pilot Study on the Comparison Between Blended and F2F Learning Methods in a SQL Course. The Turkish Online Journal of Educational Technology. https://eric.ed.gov/?id=ED602380
q2 · i2 · causal · r2
Randomized experimental comparison of 61 undergraduates: blended group (n=22) using a Google Course Builder SQL course plus 20 minutes of F2F lecturing per lesson, control group (n=39) taught by verbal lecturing. Mann-Whitney U test favored the control group; the article reports "r=.36". The text prints "p>.05" while Table 6 prints p=.005.
"It can be seen from Table 6 that a statistically significant difference was found between the mean scores of control (Md=62.5, n=39) and experimental groups (Md=30.0, n=22) in favor of the control group (U=242.0, z=-2.813, p>.05, r=.36)."
Discussion¶
Related Claims¶
- The blended learning group showed a slight but statistically significant improvement in SQL test scores from the first-week mid-test to the final test — related
- The authors argue the two-week experiment was too short for participants to acquire SQL skills, explaining the blended group's lower performance — related
- Blended BOPPPS teaching is associated with higher total scores than lecture-based learning in Chinese medical undergraduates — related
- TBL effects on theoretical knowledge and practical skills are larger in interventions lasting more than 4 weeks — a broader claim this one bears on
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