Students in a blended course with weekly WhatsApp-mediated learning activities achieved significantly higher post-test scores than students in a fully in-class control group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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.
q2 i? The experimental group's post-test mean (3.41) was significantly higher than the control group's (2.79) at the 0.05 alpha level, with t = 2.234 exceeding the table value of 2.00. → Barhoumi 2015
Evidence¶
Barhoumi 2015¶
Chokri Barhoumi. (2015). The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management. Contemporary Educational Technology, 6(3), 221-238. https://eric.ed.gov/?id=EJ1105764
q2 · i? · causal · r1
Independent-samples t-test on post-achievement test scores of 34 experimental and 34 control students in the course Scientific Research Methods in Information Science. Means were "2.79" (control) and "3.41" (experimental); the difference favored the experimental group at the 0.05 alpha level. No effect size was printed.
"Table 3 shows that the value of the t -test calculated for the equality of the means of the control and experimental groups is 2.234, which is greater than the value of t -test of the table."
Discussion¶
Related Claims¶
- Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related
- Supporting traditional instruction with WhatsApp information messages produces significantly greater achievement gains than traditional instruction alone in 10th-grade literature — related
- In the one controlled pre/post comparison, WhatsApp learning and didactic lectures both improved knowledge but did not differ between groups — related
- Traditional classroom listening instruction produced significantly higher post-test achievement than online learning after one month — related
- Students in the WhatsApp blended course expressed significantly more positive attitudes toward their learning process than the fully in-class control group — related
- Female master's students in a Twitter-supported blended course achieved higher post-test scores than students in a 100% in-class course — related
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