Does Blended Learning Work in K-12 Science Education? A Multilevel Meta-Analysis (Poster 6)

• In Event: Evidence for Enhanced Learning: Systematic Reviews and Meta-Analyses on Improving Student Achievement and Learning Outcomes

Abstract

Blended learning has become an important teaching way in science education. However, the effectiveness of BL for K-12 student science learning has been questioned, and some pedagogical and curriculum design issues need to be clarified. This study investigated the effect of BL in K-12 science education by using multi-level meta-analysis, and also examined whether 12 moderators would affect the effect of BL in K-12 science education. There were 55 empirical studies. The results showed that BL had a medium-to-large effect on students' learning effect in K-12 science education (Hedges 'g = 0.746, p < 0.001). In addition, moderator analysis showed that BL models, proportion of online learning, treatment duration, intervention intensity, culture, instructor, and class size had moderating effects.

Authors

• Xiaoxu Lu, Beijing Normal University

• Jiaxin Chen, Beijing Normal University

• Luyue Li, Beijing Normal University

• Danhui Zhang, Beijing Normal University