Web 2.0 technologies (wikis and blogs) show a positive, moderate pooled effect on academic performance (E++ = 0.740) across 19 quasi-experimental studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The random-effects pooled effect size of wiki and blog interventions on academic performance is 0.740 with a 95% confidence interval of 0.320-1.161, which the authors classify as moderate. → Ergul Sonmez 2021

Evidence¶

Ergul Sonmez 2021¶

Ergul Sonmez, E., & Cakir, H. (2021). Effect of Web 2.0 technologies on academic performance: A meta-analysis study. International Journal of Technology in Education and Science (IJTES), 5(1), 108-127. https://doi.org/10.46328/ijtes.161

q3 · i2 · quant-synthesis · r2

Meta-analysis of 19 journal-article studies with quasi-experimental pretest-posttest control-group designs, analyzed in CMA software using Hedge's g. The printed pooled effect size is E++ = 0.740 (95% CI 0.320-1.161), which the authors quote as "the effect size (E ++) is 0.740" and classify as middle range per Cohen (1981).

"the maximum limit of 0.215 standard error and 95% confidence interval is 1.161, the lower limit is 0.320 and the effect size (E ++) is 0.740"

Discussion¶

Related Claims¶

• Wiki and blog effects on academic performance are stronger at K12 level (E++ = 0.845) than higher education (E++ = 0.71), with negative effect sizes occurring only in higher education studies — a narrower finding that bears on this claim
• Twelve of the nineteen included studies examined web 2.0 in English as a foreign language teaching, indicating wikis and blogs are concentrated in EFL contexts — related
• Emerging technologies show a small-to-moderate positive overall effect on TEFL outcomes (g = 0.38, corrected to 0.28 for publication bias) — related
• Blogging did not improve student performance on tests and examinations once student ability was controlled in one experimental study — reports the opposite
• Blogging improved academic performance in problem-based learning in one experimental study — a narrower finding that bears on this claim
• Blogging fostered positive student engagement and interest in learning activities across most studies, though experimental evidence was mixed — related
• Other online technologies (blogging, podcasts, wikis, ARS) show mixed or null effects on grades and exam scores — reports the opposite