Satisfaction motivation did not differ significantly between OER blended learning and face-to-face classroom learning¶

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? Although the treatment group's satisfaction mean (29.74) was descriptively higher than the control group's (28.70), the difference was not statistically significant (F = 3.776, Sig. .057). → 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 on the satisfaction factor in the same quasi-experiment; Table 3 prints F = 3.776, Sig. .057, above the 5% alpha. The study did not detect a significant difference; equivalence was not tested and no effect size is printed.

"Although Table 2 shows that the average score for this aspect was higher for the treatment group (29.74) than the control group (28.70), but this difference is not significant (see table 3)."

Discussion¶

Related Claims¶

• OER-based blended learning with Quipper School raised grade XI physics students' attention motivation significantly higher than face-to-face classroom learning — related
• OER-based blended learning with Quipper School raised relevance and confidence motivation significantly higher than face-to-face classroom learning — related
• A blended learning program did not differ in effectiveness from face-to-face lessons for nurses' fever management learning, but produced higher satisfaction — related