The Effect of Blended Instruction on Student Performance: A Meta-Analysis of 106 Empirical Studies from China and Abroad

Abstract

Blended instruction integrating off-line and on-line teaching has become an important instrument for promoting educational reform and innovation. However, the results of current empirical studies diverge on the effect of blended instruction on student performance, which necessitates further research on the effectiveness of blended instruction and related factors. This study, using an evidence-based meta-analytical approach, conducts a quantitative analysis of 106 experimental and quasi- experimental studies published from January 2000 to September 2021 in China and abroad, and systematically examines the effectiveness of blended instruction. The research finds that: i) The summary effect size (ES) of the included sample is 0.669 (n=142), indicating that blended instruction has above-moderate positive effects on student performance, especially on student learning motivation and academic emotions and attitude; ii) In terms of education levels, experimental periods and class sizes, blended instruction has the most significant positive effect on junior and senior secondary school students, on a teaching period from one to three months, and on a class size of 51 to 100 students; iii) Regarding the proportion and interactive patterns of online teaching, 50% composition of online teaching and synchronous or synchronous + asynchronous interaction exert the most significant positive effects on student learning. iv) Teaching methods including task-driven learning, role-playing, inquiry-based teaching, and case-based teaching have greater positive effects on student performance than other methods. Group study yields a greater effect on promoting student learning compared to individual study. Based on the findings, the present study also makes suggestions for the effective practice of blended instruction.

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

“…These digital tools supplement teacher-led education, enabling more personalized and self-paced learning [12]. Blended instruction has been the norm worldwide since 2020 [5]. It incorporates the two teaching approaches using effective instructional design and technology [10,13,14].…”

“…It is a form in which students receive face-to-face instruction, and content is delivered both on campus and online [ 4 ]. Blended learning is an educational approach that combines traditional classroom instruction with modern Internet or online instruction [ 5 ] and is the best platform for the 21st century because it encourages students to be innovative, to communicate effectively, think critically, solve problems, collaborate with others, and use technology [ 6 ]. According to [ 7 ], blended learning is a teaching strategy that mixes face-to-face classroom instruction with online learning.…”

Effect of “Internet+” 5G Information Technology on Blended Teaching: A Test Based on Counterfactual Method

“…Under the conditions of "Internet+" 5G and even more advanced communication technology in the future, blended teaching might become the main form of teaching in universities. However, current academic community still had different understandings of the role of blended teaching, and there were many contradictions in empirical research on effectiveness of blended teaching [21]. Therefore, it was necessary to supplement and enrich research on effect of blended teaching.…”

The Influence of the Blended Learning Model on Students Digital Learning : Meta-Analysis

“…Previous research explained that blended learning models have a significant influence on students' digital literacy (Kade et al, 2019;Fitriani et al, 2023). The results of research by Li et al, (2022) that the blended learning model can train students to be more creative and innovative in learning. As for the gap in this study, many studies related to blended learning did not find meta-analysis of blended learning models on students' digital literacy.…”