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Results show a summary effect size of 0.669 and stronger benefits by education level, duration, class size, online composition and interaction patterns, and specific teaching methods.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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from China and Abroad  \nBaomin Li, 1 Qing Yu, 1 Fenglei Yang2  \n1. Faculty of Education, East China Normal University, Shanghai 200062, China  \n2. School of Computer Engineering and Science, Shanghai University, Shanghai 200444, China  \nAbstract. 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.  \n\n| Best Evidence in Chinese Education 2022; 10(1):1395-1403.\u003Cbr>Doi: [10.15354/bece.22.ar018](10.15354/bece.22.ar018). |\n| --- |\n| How to Cite: Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and\u003Cbr>abroad. Best Evidence in Chinese Education, 10(2):1395-1403. |\n\nKeywords: Blended Instruction, Blended Learning, On-Line Learning, Student Performance, Meta-Analysis  \nAbout Authors: Baomin Li, Faculty of Education, East China Normal University, Shanghai 200062, China. E-mail:  \n[lbmlinda@126.com](lbmlinda@126.com)  \nQing Yu, Faculty of Education, East China Normal University, Shanghai 200062, China. E-mail:  \n[2429560977@qq.com](2429560977@qq.com)  \nCorrespondence to: Fenglei Yang, School of Computer Engineering and Science, Shanghai University, Shanghai  \n200444, [China. E-mail:](China. E-mail: flyang@shu.edu.cn)[ f](China. E-mail: flyang@shu.edu.cn)[lyang@shu.edu.cn](China. E-mail: flyang@shu.edu.cn)  \n[Conflict of Interests](Conflict of Interests: None)[: None](Conflict of Interests: None).  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nIntroduction  \nBLENDED instruction, a combination of traditional face-to-face and online  \nteaching, has prevailed worldwide since 2020. Through effective instructional  \ndesign and technological application, it integrates the two teaching mod","cbCaigB7lbz7jPX1","https://ap.wps.com/l/cbCaigB7lbz7jPX1","pdf",275908,"English","# Abstract\n# Introduction\n## Background and rationale\n## Prior research findings and contradictions","[{\"question\":\"What does the meta-analysis evaluate about blended instruction?\",\"answer\":\"It assesses the overall effectiveness of blended instruction on student performance and examines related factors behind differing findings.\"},{\"question\":\"What is the main quantitative result regarding student performance?\",\"answer\":\"The included studies yield a summary effect size of 0.669, indicating a above-moderate positive effect on student performance.\"},{\"question\":\"Which teaching conditions and methods show stronger positive effects?\",\"answer\":\"Stronger effects appear for junior and senior secondary students, teaching periods of one to three months, class sizes of 51 to 100, online teaching compositions of 50% with synchronous or synchronous plus asynchronous interaction, and methods such as task-driven, role-playing, inquiry-based, and case-based teaching.\"}]","The Effect of Blended Instruction on Student Performance - A Meta-Analysis of 106 Empirical Studies | PDF",1792080447,23]