Experimental Analysis to Assess the Effectiveness of Team-Based Blended Learning in Teaching Computational Thinking

Abstract

The study compared blended learning with technological support to traditional face-to-face teaching in the learning of science, culture, and computational thinking. The null hypothesis suggested that there would be no performance difference between groups GA and GB, while the alternative hypothesis proposed an advantage for blended learning. However, the statistical analysis found no significant differences in the performance means of the groups (x̄GA = 7.73, x̄GB = 8.46), indicating equivalence in teaching methods. The results suggest that both methods are equally effective in promoting learning. The study highlights the importance of rigorous assessments in understanding the impact of blended learning on student learning.