Effectiveness of blended learning on students’ learning performance: a meta-analysis

Abstract

Blended learning (BL) has become a significant way to promote education reform and development. However, the effectiveness of BL on students’ learning is questioned, and some pedagogy and course design issues also need to be clarified. This meta-analysis investigated the effects of BL while also examining whether eleven moderators would affect BL’s effects. A total of 133 empirical studies consisting of 18,464 participants were identified. The results showed that BL had an upper-medium effect on students’ learning performance (Hedges’ g = 0.651, p < 0.001). Further, moderator analyses showed that the teaching method, proportion of online learning, type of online interaction, region, and publication year had moderating effects. These new findings can improve BL. Finally, the impacts of BL and moderators were discussed, and the implications, limitations, and future directions were provided.