Female master's students in a Twitter-supported blended course achieved higher post-test scores than students in a 100% in-class course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean achievement score was significantly greater than the control group's at the 0.05 level (independent-samples t-test). → Amry 2018

Evidence¶

Amry 2018¶

Aicha Amry. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students' Achievement and Attitudes. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176184

q2 · i? · causal · r1

Quasi-experimental comparison of two intact groups of female students (36 analyzed per group per Table 2) in the course Computers in instruction during the 2016 academic year; the experimental group's blended process included Twitter learning activities. The article reports the experimental mean as greater, with t = 4.578, df = 70 in Table 3, exceeding the table value of 2.00.

"The results of comparison between the means of the experimental group and the control group show that the mean of the experimental group (3.79) is greater than the mean of the control group (2.58)"

Discussion¶

Related Claims¶

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