In authors or contributors

Blended Learning and Academic Achievement: A Meta-Analysis

Resource type
Journal Article
Authors/contributors
Title
Blended Learning and Academic Achievement: A Meta-Analysis
Abstract
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
Publication
Quarterly Journal of Iranian Distance Education
Volume
1
Issue
3
Pages
39-48
Date
2018
Language
en
Library Catalog
Zotero
Citation
Najafi, H., & Heidari, M. (2018). Blended Learning and Academic Achievement: A Meta-Analysis. Quarterly Journal of Iranian Distance Education, 1(3), 39–48. http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf