چکیده:
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 𝑑for 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.
خلاصه ماشینی:
The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.
However, some studies have reported inconsistent or even contradictory results, and, to our knowledge, the effect size for the relationship between blended learning and academic achievement has not been previously measured.
Methodology In this research, meta-analysis is used to determine the effect size for the relationship between blended learning and academic achievement.
In this meta-analysis, the results of identified studies are synthesized [7] and different statistics are converted into Cohen’s (Hooman, 2008) to measure the real effect size for the relationship between blended learning and academic achievement.
Interpretation of Cohen’s for effect size {مراجعه شود به فایل جدول الحاقی} Findings Before inferential analysis, first the statistical methods used in the literature to examine the relationship between blended learning and academic achievementare described (Table 1).
Meta-analysis of the research on blended learning and academic achievement in the random effects model {مراجعه شود به فایل جدول الحاقی} According to the data in Table 3, the combined fixed and random effects that are calculated based on standard error at the 96% confidence interval (CI) as well as the calculated effect size (less than 0.
Discussion and Conclusion The purpose of this research was to conduct a meta-analysis of the Iranian studies on blended learning and academic achievement.
This study addressed two questions: does blended learning really affect academic achievement, and if so, what is the effect size for this relationship?