Students' self-assessment scores rose significantly from before to after studying through blended e-learning, with medium-to-large gains on all three aspects¶
Claim · All claims
Evidence · 1 study · causalr?·q3·i2medium
Currency · newest study 2014 · not yet checked against its sources · 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.
q3 i2 Paired-samples t-tests showed significant pretest-posttest increases on cognition, skill, attitude, and overall self-assessment in the experimental group (e.g., attitude t = 5.766, effect size 1.40). → Chang 2014
Evidence¶
Chang 2014¶
Chang, Shu, Liang, Tseng, and Hsu. (2014). Is Blended E-Learning Better than Traditional Classroom Learning for Vocational High School Students? Vol 15 | No 2 April/14. http://el.evta.gov.tw/
q3 · i2 · causal · r?
Paired-samples t-test within the experimental group (n = 33): cognition t = 2.801 (d = .66), skill t = 3.294 (d = .81), attitude t = 5.766 (d = 1.40), overall t = 5.742 (d = 1.40). The article states the effect sizes were "medium to large" and says the result confirmed Chen and Lin (2002).
"there were significant differences on the overall self -assessment, including three aspects, cognition, skill , and attitude, before and after blended e -learning"
Discussion¶
Related Claims¶
- Blended e-learning significantly raised students' overall self-assessment scores relative to traditional learning (η2 = .129) — related
- Blended e-learning students reported significantly higher self-assessed cognition and skill than traditional-learning students, with no significant difference in attitude — related
- After an SDT-driven redesign of a two-day teacher workshop (one cohort of 26, no control group), self-reported AI-TPACK (d = 0.70), IPACK (d = 0.86) and AI attitude (d = 0.58) rose significantly from pre to post — related
- Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
- The dynamic assessment group showed a statistically significant pretest-to-posttest gain in reading comprehension with a large effect size — related
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