The effect of blended learning on student performance at course-level in higher education: A meta-analysis

By Hien Vo, Chang Zhu, Nguyet A. Diep. 2017

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Abstract The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+ = 0.385, p

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5bb20d80dcd91faf46451669dfc4e7cf14d1c2f4