Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study
DOI:
https://doi.org/10.47750/pegegog.13.04.32Keywords:
Diversity of Learning Needs, blended project-based learning, effect size, meta-analysisAbstract
Many studies have identified the effect of integrating blended learning and project-based learning (BPjBL) models on student achievement. However, the results of previous studies showed inconsistent results. Therefore, this study aims to determine the differences in the effectiveness of the integration of blended learning and project-based learning (BPjBL) models on student achievement, compared to traditional learning. The design used was a contrast group meta-analysis, analyzing 15 effect sizes from 11 primary studies that met the inclusion criteria. The results of the analysis using the random effect approach obtained an overall effect size of (d = 1.28; p < 0.05), this effect size is in the large effect category. It can be concluded that the use of the BPjBL model has a major effect on student achievement when compared to traditional learning (d = 1.28; p < 0.05). The findings of this meta-analysis show the consistency of the publication of research results regarding the effect of using the BPjBL model on student achievement.
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