OER-based blended learning with Quipper School raised grade XI physics students' attention motivation significantly higher than face-to-face classroom learning¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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 i? Students in the OER blended learning treatment group scored significantly higher on the ARCS attention factor than control-group students in face-to-face learning (ANOVA F = 144.327, Sig. .000). → Sulisworo 2017
Evidence¶
Sulisworo 2017¶
Sulisworo, D., Sulistiyo, E. N., & Akhsan, R. N. (2017). The motivation impact of open educational resources utilization on physics learning using Quipper School app. Turkish Online Journal of Distance Education-TOJDE, 18(4), Article 9. https://eric.ed.gov/?id=EJ1161803
q2 · i? · causal · r1
One-way ANOVA (alpha 5%) in a quasi-experiment, posttest-only control group design, comparing 27 control students in face-to-face learning with 34 treatment students in blended OER learning via Quipper School for one semester. The attention between-groups row shows "144.327 .000". No effect size is printed, so no magnitude is reported.
"Attention Between Groups 237.129 1 237.129 144.327 .000"
Discussion¶
Related Claims¶
- OER-based blended learning with Quipper School raised relevance and confidence motivation significantly higher than face-to-face classroom learning — related
- Satisfaction motivation did not differ significantly between OER blended learning and face-to-face classroom learning — related
- The e-learning group reported significantly higher motivation to learn than the lecture-based group — related
- Prospective teachers taught with an activity-based blended learning strategy reported significantly higher motivation than those taught with conventional blended learning — related
- Blended Learning Improves Outcomes — related
- Students learning with the software showed higher learning motivation at post-test than students taught by traditional method — related
- Learner activity and participation increased under the REACT strategy compared with the previous learning model — related
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