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Effects of traditional, blended and e‐learning on students' achievement in higher education
Author(s) -
AlQahtani Awadh A.Y.,
Higgins S.E.
Publication year - 2013
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2012.00490.x
Subject(s) - blended learning , mathematics education , significant difference , psychology , academic achievement , teaching method , student achievement , educational technology , mathematics , statistics
The study investigates the effect of e‐learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from U mm A l‐ Q ura U niversity in S audi A rabia were identified randomly. To assess students’ achievement in the different groups, pre‐ and post‐achievement tests were used. The results of the study ( N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method ( n = 55) with a substantial effect size of 1.34 ( H edges’ g). No significant difference was found between the e‐learning ( n = 43) and traditional learning groups ( n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.