Effectiveness of Blended Teaching in High School Chemistry: Meta-Analysis of 75 Empirical Studies at Home and Abroad
WANG Yu-Zhu1,2, MA Lin2**, ZONG Min2, XIE Yu-Xin2, WAN Mu-Xin2
1. Bayannaoer City No.1 Middle School,Bayannaoer 015000,China; 2. School of Chemistry and Chemical Engineering, Baoji University of Arts and Sciences, Baoji 721013, China
Abstract Due to the impact of the COVID-19, blended teaching (BT) has become the new normal of chemistry teaching in high school. However, there are currently few studies exploring the effectiveness of BT in high school chemistry teaching. In order to better analyze the effect of BT in high school chemistry and give full play to the advantages of BT, meta-analysis is used as a research method to quantitatively analyze the research results of BT in high school chemistry in the past 10 years at home and abroad. The results show that: (1) BT has a large positive effect on teaching (Hedges's g=0.811, 95% CI [0.659,0.934]), especially on chemical skills and achievements; (2) Among the characteristics of the subject, BT is more conducive to the study of experimental chemistry knowledge; (3) In terms of teaching characteristics, asynchronous interaction, online teaching + face-to-face teaching + online teaching (OFO) can improve the effect of BT; (4) In terms of the characteristics of research methods, the intervention time of 0~3 months is more conducive to improving the BT effect of high school chemistry. In conclusion, BT can effectively improve the teaching effect of high school chemistry.
WANG Yu-Zhu, MA Lin, ZONG Min, XIE Yu-Xin, WAN Mu-Xin. Effectiveness of Blended Teaching in High School Chemistry: Meta-Analysis of 75 Empirical Studies at Home and Abroad[J]. Chinese Journal of Chemical Education, 2025, 46(3): 117-125.
