We tested and evaluated the effectiveness of a blended distant-learning course intended for third-year junior high school students under the trade name EVERES. In this study, we compared the difference in scores of written pre- and post-tests between two student groups: students who took the EVERES course and students who did not. In addition, we investigated which elements of EVERES accounted for the difference. The results of the comparison between the two groups showed that the difference in the scores of the students taking EVERES was larger positively with statistical significance than those who did not. It is suggested that taking preliminary preparatory video lessons and placement tests encourage enthusiastic and active participation in following synchronous interactive lectures, thus improving test performance.
