Comparing Blended E-Learning and Conventional Classroom Methods in Teaching the Basic Statistics Subject

Abstract

Blended e-learning is a highly interactive approach. This study explores the effectiveness of blended e-learning in teaching statistics compared to the conventional classroom. A retrospective record review using the final assessment score data was conducted. A total of 111 students from the advanced diploma programmes who attended the Basic Statistics class from the blended e-learning group and conventional classroom were recruited by universal sampling. Descriptive data were presented in mean (standard deviation) and frequency (percentage). Univariable analyses used the independent samples t-test and Pearson’s chi-squared test. Factors influencing the final assessment score were analysed using simple and multiple linear regression. A value of p < 0.05 was considered statistically significant. The finding showed that students who underwent blended e-learning teaching methods had a significantly higher assessment score than conventional classroom methods—88.78% and 81.90%, respectively. The assessment score was significantly reduced by 1.14 with an increase in age in this study. The multiple linear regression showed that age and teaching methods were the significant predictive factors of the assessment scores. Students in the blended e-learning group had a seven times higher assessment score compared to the conventional classroom (with a regression coefficient of 7.43 [95% confidence interval 3.61, 11.25]; p < 0.001). In conclusion, the blended e-learning method was shown to be more effective in teaching and learning the Basic Statistics subject, with its ability to cater to students with different learning speeds. Transformation in teaching methods is crucial to improving the teaching and learning experience and quality of education.