Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Table 3 Differences in learning outcome variables between the two groups

Variables		Blended learning	Traditional lecture	p ^a	Source	F	P ^b
Variables		Mean (SD)	Mean (SD)	p ^a	Source	F	P ^b
Knowledge	Pretest	18.63 (3.76)	19.57 (3.72)	.103	Group	4.48	.036
	Posttest	25.45 (2.56)	24.34 (3.42)		Time	464.30	<.001
					GroupxTime	14.45	<.001
Problem-solving ability	Pretest	3.41 (0.24)	3.43 (0.23)	.638	Group	185.04	<.001
	Posttest	4.54 (0.30)	3.67 (0.26)		Time	783.56	<.001
					GroupxTime	322.69	<.001
Learning satisfaction	Pretest	2.69 (0.39)	2.68 (0.35)	.910	Group	33.41	<.001
	Posttest	3.98 (0.53)	3.32 (0.72)		Time	311.78	<.001
					GroupxTime	36.34	<.001

Blended learning: flipped classroom with team-based learning; SD Standard deviation. ^a Score from the independent t-test. ^b Score from the repeated measures ANOVA

ISSN: 1472-6920