The effect of blended learning on student performance at course-level in higher education: A meta-analysis |
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| Institution: | 1. Department of Educational Sciences, Vrije Universiteit Brussel, Belgium;2. Graduate School, Can Tho University, Vietnam;1. Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;2. Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain;3. Department of Psychology, Camilo José Cela University, Madrid, Spain;1. Sam Houston State University, United States;2. University of Johannesburg, South Africa;3. Indiana University, United States;1. Department of Veterans Affairs, Center of Innovation for Complex Chronic Healthcare, Chicago, IL;2. Department of Clinical Pharmacy, University of Tennessee Health Science Center, Memphis, TN;3. Department of Pharmacy, VA Connecticut Healthcare System, West Haven, CT;4. Division of Epidemiology, Biostatistics, and Environmental Health, University of Memphis School of Public Health, Memphis, TN |
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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 < 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. |
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| Keywords: | Blended learning Student performance Higher education Discipline Meta-analysis |
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