Abstract
This study evaluates the impact of blended learning on student performance using a differences-in-differences method. In a controlled experiment with two classes, each having two sections, all sections initially used face-to-face teaching. After midterm 1, one section from each class transitioned to blended learning. The differences-in differences method analyzed students' performance on both midterms, with midterm 2 covering material taught through blended learning in the treatment group. Results indicate a non-significant increase in midterm 2 grades for the treatment group.
Recommended Citation
(2024)
"Does Blended Learning Improve Student Grades? A Quasi-Experimental Study,"
Journal of Economics and Finance Education: Vol. 23:
Iss.
1, Article 12.
Available at:
https://scholarship.rollins.edu/jefe/vol23/iss1/12
