Twenty-seven years of technology in practice: A meta-analysis and systematic review on blended learning

Over the past decades, radical change in underlying beliefs or theory in the context of teaching and learning has instigated significant presence and emergence of web-based instruction termed as blended learning. Current literature juxtaposes that blended learning has inevitably permeated and transformed the topography and landscape of educational practices by becoming one of the paramount game changers. However, in the same disposition, it also depicts less consideration given to the imminent gaps in the blended learning experience, consequently indicating a scarcity of evidence in the context of these technological interventions. With the objective of synthesizing existing researches on blended teaching and learning, ninety-six samples were included through the employment of meta-analysis encompassing a meticulous and thorough search plan and strategy which resulting a priori; to reduce biasness and ambiguity as well as to improve transparency and rigor in order to probe into the magnitude and power of effect sizes (ESs). The ESs yielded from the 96 samples were acquired from the application of Cohen’s d formula (1988; 1992) by which the estimation was done using the standardized mean difference score, divided by the standard deviation pooled across the treatment and control group. Collectively, the findings suggest that blended learning is highly potent in increasing learners’ performance; however, it could well be attributed to the majority of samples focusing on performance as either their primary or sole dependent variable. It is asserted that the secondary dependent variables of blended learning found from the 96 samples should not be disregarded as they could potentially lead to improved performance. However, it is important to note that samples which yielded a negative ES; the adversity of the treatment incorporated in the blended learning approach, had in a way contributed to the inverse repercussions that the intervention had resulted onto the treatment groups.