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

Resource type
Journal Article
Authors/contributors
Title
The effect of blended learning on student performance at course-level in higher education: A meta-analysis
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<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.
Publication
Studies in Educational Evaluation
Volume
53
Pages
17-28
Date
June 1, 2017
Journal Abbr
Studies in Educational Evaluation
Language
en
ISSN
0191-491X
Short Title
The effect of blended learning on student performance at course-level in higher education
Accessed
18/07/2020, 12:43
Library Catalog
ScienceDirect
Extra
shortDOI: 10/gg5s29
Citation
Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002