Vol. 1 No. 3 (2017): Advances in Research on Social Networking in Open and Distributed Learning

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

Chi-Cheng Chang
Simon Fraser University

Published 2018-04-12


  • Blended e-learning,
  • learning performance,
  • electrical machinery

How to Cite

Chang, C.-C. “Is Blended E-Learning As Measured by an Achievement Test and Self-Assessment Better Than Traditional Classroom Learning for Vocational High School Students?”. Classic: An OJS Theme Demo, vol. 1, no. 3, Apr. 2018, https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/817.


The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.


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