OER-based blended learning with Quipper School raised relevance and confidence motivation significantly higher than face-to-face classroom learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Treatment-group students scored significantly higher than control-group students on the ARCS relevance factor (F = 8.268, Sig. .006) and the confidence factor (F = 11.481, Sig. .001). → 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 in the same quasi-experiment (27 control, 34 treatment grade XI physics students, one semester). Table 3 prints relevance F = 8.268, Sig. .006 and confidence F = 11.481, Sig. .001. The article states the groups "were significantly different" on these factors; no effect size is printed.

"From Table 3 above it can be seen that the attention factor, confidence, and relevance between the control group and treatment group were significantly different at the level of error of 5% or 95% level of confidence."

Discussion¶

Related Claims¶

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