University of Wisconsin–Madison

ARTICLE: The effect of blended learning on student performance at course-level in higher education: A meta-analysis

The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. 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, however, 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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