The Effectiveness of Blended Teaching in Preservice Teacher Education: A Meta-Analysis

• In Event: Transforming and Investigating Teacher Education Policy in Diverse Contexts

Abstract

Blended teaching (BT) has been popularized in higher education, but little is known about its effectiveness in initial teacher education. This review evaluated the effectiveness of BT in initial teacher education compared to traditional teaching. Fifteen experimental studies were identified and included in the meta-analysis. Standardized differences in mean were chosen to compute the pooled effect size at 95% confidence interval (CI). The results demonstrate that BT outperformed traditional teaching in influencing pre-service teachers’ academic performance (d=0.922 (95% CI [0.403, 1.436], p<0.001)), anxiety (d=-0.27 (95% CI [-0.537, -0.003], p=0.048)), attitude (d=1.302 (95% CI [0.008, 2.595], p=0.049)), self-efficacy for teaching (d=0.54 (95% CI [0.203, 0.877], p=0.002)) and skill development (d=3.303 (95% CI [2.889, 3.717], p<0.001)). Implications and suggestions are discussed

Authors

• Kang Ma
  Presenting Author

• Jingjing Dong
  Non-Presenting Author