Both groups improved from pretest to posttest, with the blended group's posttest means exceeding the control group's¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive means showed posttest gains in both groups and higher posttest means for the experimental (blended) group than the control group. → Yaghmour 2016

Evidence¶

Yaghmour 2016¶

Kholoud Subhi Yaghmour. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, Vol.7, No.5. https://eric.ed.gov/?id=EJ1092394

q2 · i? · causal · r2

Descriptive analysis of pre/post means on the 30-item achievement test: blended group total rose from 10.94 (SD 3.68) to 16.66 (SD 2.95); traditional group from 10.18 (SD 2.86) to 12.68 (SD 3.17). These are descriptive means; the inferential test is reported separately.

"Table (1) shows that means of posttest performance of the participants of the experimental group were higher than the means in pretest performance, and t hat means of the posttest performance of the experi mental group were higher than those of the control group"

Discussion¶

Related Claims¶

• Blended learning professional development produces significantly higher gain means in ICT knowledge (TK, TPK, TCK, TPACK) than traditional training for in-service science teachers — related
• Across all four measured HOTS skills, the experimental group's posttest means exceeded the control group's, and pretest-posttest values were significantly linear — related
• Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
• Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's — related
• Both groups improved from pretest to posttest, with most experimental students passing the KKM threshold of 60 — related
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — related
• Both groups improved from pretest to posttest at the individual level, with the article attributing the experimental group's larger gains to the etudes — related
• Within-group pre-to-post gains were larger in the blended learning group (MD = 14.327, d = 1.016) than in the comparison group (MD = 8.231, d = .408) — related
• Eleventh-grade students taught with the discourse analysis method showed larger pretest-to-posttest gains in textual analysis skill than the traditionally taught control group — a narrower finding that bears on this claim