Effect of Blended Learning on Student Motivation in K–12: A Three-Level Meta-Analysis

• In Event: Meta-Analyses and Systematic Reviews

Abstract

Blended learning (BL) as a promising approach to enhancing K-12 student motivation is growing in popularity. However, studies have yielded inconsistent findings on the effects of BL. Therefore, this three-level meta-analysis aimed to synthesize the effects of BL versus traditional face-to-face learning (F2F) on K-12 student motivation. We identified 35 published and unpublished studies reporting 109 independent studies. The results revealed that, on average, BL can significantly improve K-12 student motivation (g = 0.52, SE = 0.16, p < .001, 95% CI[0.21,0.83], 95% PI[-1.37, 2.41]). The testing of moderators revealed several significant predictors of effective BL, including online quizzes, discipline, and instructor equivalence. Our findings provide valuable evidence-based recommendations for future research and practices.

Authors

• Shuqin Li, Hunan Normal University

• Xv Liu, Hunan Normal University

• Wenke Fu, Hunan Normal University

• Li LI, Hunan Normal University