FLEX students with 57% less face-to-face time showed no significant difference in final exam results compared with conventionally taught students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An independent-samples t-test found no significant difference in 2014 final exam results between the FLEX group (M = 35.9, SD = 8.32) and the CONV group (M = 37.20, SD = 8.72); the effect size was low (Cohen's d = 0.15). → Claude Müller 2018

Evidence¶

Claude Müller 2018¶

Claude Müller, Michael Stahl, Mark Alder, Maximilian Müller. (2018). Learning Effectiveness and Students' Perceptions in a Flexible Learning Course. European Journal of Open, Distance and e-Learning, 21(2). https://eric.ed.gov/?id=EJ1208426

q3 · i? · causal · r2

Post-test-only comparison of 2014 final exam scores in the IBA course: 140 administratively assigned FLEX students versus 849 CONV students, with identical content, exam questions and grading. The t-test was not significant (t(987) = -1.56, p = 0.10) and Cohen's d = 0.15 was low.

"The t -test reveals no significant difference in the final exam results 2014 for the FLEX ( M = 35.9, SD = 8.32) and the CONV ( M = 37.20, SD = 8.72) groups, t (987) = -1.56, p = 0.10 (ns). Accordingly, the effect size ( Cohen's d = 0.15) is low."

Discussion¶

Related Claims¶

• The deviation of BIT students' exam results from BA means did not change significantly between conventional (2012/13) and FLEX (2014) formats — related
• An equivalence test showed FLEX and conventional students' final exam results were statistically equivalent despite halved classroom time — possibly the same claim (merge candidate)
• No significant post-test attitude difference was found between the e-learning-taught group and the conventionally taught group when both were pre-tested — related