TY - JOUR TI - The effect of blended learning on student performance at course-level in higher education: A meta-analysis AU - Vo, Hien M. AU - Zhu, Chang AU - Diep, Nguyet A. T2 - Studies in Educational Evaluation AB - 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. DA - 2017/06/01/ PY - 2017 DO - 10.1016/j.stueduc.2017.01.002 DP - ScienceDirect VL - 53 SP - 17 EP - 28 J2 - Studies in Educational Evaluation LA - en SN - 0191-491X ST - The effect of blended learning on student performance at course-level in higher education UR - http://www.sciencedirect.com/science/article/pii/S0191491X16300931 Y2 - 2020/07/18/12:43:12 KW - Blended learning KW - Discipline KW - Higher education KW - Meta-analysis KW - Student performance ER -