Work

A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries

Year: 2023

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students' performance, students' attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2023.1212056

Author: Wenwen Cao

Institution: Qufu Normal University

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,295