Blended Learning and Academic Achievement: A Meta-Analysis

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 ۲۳۱ studies conducted between ۲۰۱۰ and ۲۰۱۷, ۲۰experimental and quasi-experimental studies were selected as the sample using purposive sampling based on ۹eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for 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 ۰.۵۹۱, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.

Keywords:

Blended learning , Distance Education , Academic Achievement , Meta-analysis