Group learning yields a larger effect (SMD = 0.678) than independent learning (SMD = 0.584) in blended instruction, without significant between-group difference¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2022 · 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 i? Group learning (SMD = 0.678) outperforms independent learning (SMD = 0.584) in blended instruction, but the between-group difference is not significant (p = 0.433). → Li 2022
Evidence¶
Li 2022¶
Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Best Evidence in Chinese Education, 10(2):1395-1403. https://doi.org/10.15354/bece.22.ar018
q3 · i? · quant-synthesis · r?
Moderator analysis comparing two learning organization forms coded across the pooled studies. Group learning's effect is above moderate and independent learning's is moderate; the between-group test (p = 0.433 > 0.05) shows no significant difference.
"The effect sizes (SMDs) of them are 0.678 and 0.584 respectively, indicating that group learning is more effective than independent learning in blended instruction"
Discussion¶
Related Claims¶
- Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference — related
- Blended instruction effects exceed 0.5 at every education level, peaking at senior secondary (SMD = 0.867), with no significant between-group difference — related
- Blended instruction yields an above-moderate positive effect on student performance versus traditional teaching (SMD = 0.669) — a broader claim this one bears on
- Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — related
- Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845) — related
- Blended instruction most strongly improves learning motivation (SMD = 0.936), with effects across six performance dimensions not significantly different — related
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