All three instructional groups improved from pretest to posttest, with the blended learning group showing the highest mean gain score¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mean gain scores were 5.96 for blended learning, 5.93 for e-learning, and 5.56 for traditional teaching. → Gambari 2017

Evidence¶

Gambari 2017¶

Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R. (2017). Effectiveness Of Blended Learning And E-Learning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1). https://eric.ed.gov/?id=EJ1125071

q2 · i? · causal · r1

Descriptive posttest means from Table 5 of the quasi-experiment (blended: 12.77 to 18.73; e-learning: 11.67 to 17.60; traditional: 9.12 to 14.68); "there was improvement in the post-test scores of the three groups"; gains are descriptive, no test reported on them.

"From the Table, the Blended learning group had a mean gain score of 5.96, followed by E-learning group with a mean gain score of 5.93, and Traditional Teaching Method Group with a mean gain score of 5.56."

Discussion¶

Related Claims¶

• Elementary students in blended learning schools using Core5 obtained significantly higher posttest reading scores than control students after controlling for pretest differences — related
• Both treatment groups showed large pretest-to-posttest gains in scientific concept mastery, with the contextual group gaining 30.00 points and the comparison group 26.72 points — related