Title: Do we always need a difference? : testing equivalence in a blended learning setting
Authors : Müller Werder, Claude
Mildenberger, Thoralf
Lübcke, Maren
et. al : No
Published in : International Journal of Research & Method in Education
Publisher / Ed. Institution : Routledge
Issue Date: 24-Oct-2019
License (according to publishing contract) : Licence according to publishing contract
Type of review: Peer review (publication)
Language : English
Subjects : Blended learning; Equivalence testing; Flexible learning; Learning effectiveness
Subject (DDC) : 371: Schools and their activities
Abstract: Evidence-based research is becoming increasingly important in educational research. Calculation and test methods available in statistical software packages such as SPSS and STATA are widely used. To evaluate teaching innovations such as blended learning against classical classroom settings, for example, previous studies have mainly applied inference methods such as the t-test or variance analyses. The problem with these methods is that they test for the difference. A non-significant result does not automatically mean equivalence of the treatments examined, which is why we propose the use of equivalence testing. This paper introduces the equivalence test as complementary to the classical t-test and briefly discusses other approaches based on confidence intervals and Bayesian methods. As an example, the introduction of a blended learning format to a Bachelor’s degree programme is used to demonstrate the procedure and discuss the results of conducting an equivalence test. By combining tests for difference and equivalence successfully, it was possible to arrive at more informative statistical statements: Whereas a t-test alone only produced results for three out of 22 courses, a t-test and an equivalence test in combination yielded statistically confirmed statements for 12 out of 22 courses.
Departement: School of Management and Law
Organisational Unit: Center for Innovative Teaching and Learning (ZID)
Publication type: Article in scientific journal
DOI : 10.1080/1743727X.2019.1680621
ISSN: 1743-727X
1743-7288
URI: https://digitalcollection.zhaw.ch/handle/11475/18621
Appears in Collections:Publikationen School of Management and Law

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