Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects differ significantly across experimental periods (p = 0.017), with one to three months (SMD = 0.845) exceeding less than one month (0.705) and more than three months (0.530). → Li 2022

Evidence¶

Li 2022¶

Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Best Evidence in Chinese Education, 10(2):1395-1403. https://doi.org/10.15354/bece.22.ar018

q3 · i? · quant-synthesis · r?

Moderator analysis grouping experiments into three period bands. The between-group test (p = 0.017 < 0.05) is significant, which the article says "reveals that teaching periods can moderate the effects of blended instruction".

"the experimental period of one to three months yields the most significant effect (SMD = 0.845), followed by the periods of less than one month (SMD = 0.705) and more than three months (SMD = 0.530)"

Discussion¶

Related Claims¶

• Blended instruction yields an above-moderate positive effect on student performance versus traditional teaching (SMD = 0.669) — a broader claim this one bears on
• Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference — related
• Group learning yields a larger effect (SMD = 0.678) than independent learning (SMD = 0.584) in blended instruction, without significant between-group difference — related
• Stratified teaching improves performance across short, medium, and long experiment periods, with the largest single-period effect in short experiments (SMD = 0.82) — related
• Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — related
• Sequence of online and face-to-face teaching does not significantly moderate blended instruction effects, though face-to-face + online + face-to-face shows the largest point estimate (SMD = 0.757) — related
• Intervention duration significantly moderates Gen-AI's effect on HOT, with the strongest effects at 8–16 weeks (ES = 0.759) and weaker effects for shorter (0.494) and longer (0.372) interventions — related
• Teacher-student online interaction pattern significantly moderates blended instruction effects, with synchronous + asynchronous interaction largest (SMD = 1.189) and absence of interaction smallest (SMD = 0.130) — related