Publication details for Steve Higgins, PhDAl-Qahtani, A.A.Y. & Higgins, S.E. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning 29(3 ): 220-234.
- Publication type: Journal Article
- ISSN/ISBN: 0266-4909, 1365-2729
- DOI: 10.1111/j.1365-2729.2012.00490.x
- Keywords: Achievement, Blended learning, E-learning, Higher education, Islamic studies.
- Further publication details on publisher web site
- Durham Research Online (DRO) - may include full text
Author(s) from Durham
The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre- and post-achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e-learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.