The application approach (which student-centred method or technique is used) significantly moderates the effect size, with Activities Based on Multiple Intelligences and Educational Games showing the largest effects¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The variance between studies differed significantly by application approach (QB = 28.190), the only significant moderator in the analysis. → Hakan Ulum 2022 q3 i? Activities Based on Multiple Intelligences (d = 1.334) and Educational Games (d = 1.280) had larger effect sizes than other approaches such as Problem Based Learning (d = 0.356). → Hakan Ulum 2022 (2)

Evidence¶

Hakan Ulum 2022¶

Hakan Ulum, Songül Tümkaya. (2022). The effect of student-centred methods and techniques on primary school students' mathematics achievement: A meta-analysis study. Malikussaleh Journal of Mathematics Learning (MJML). https://ojs.unimal.ac.id/mjml/index

q3 · i? · quant-synthesis · r3

Analog ANOVA moderator analysis across nine application approaches (CAI, CAI/CL, ABMI, Others, EG, RME, CL, TM, PBL) found statistically significant between-group variance; the article states this was the only significant moderator.

"According to the results obtain ed from the moderator analysis for the application approach, the variance between studies was statistically significant (QB = 28.190, p> 0.05)."

Hakan Ulum 2022 (2)¶

Hakan Ulum, Songül Tümkaya. (2022). The effect of student-centred methods and techniques on primary school students' mathematics achievement: A meta-analysis study. Malikussaleh Journal of Mathematics Learning (MJML). https://ojs.unimal.ac.id/mjml/index

q3 · i? · quant-synthesis · r3

Table 12 reports effect sizes by approach: ABMI d = 1.334 (k = 4), EG d = 1.280 (k = 5), PBL d = 0.356 (k = 4), CAI d = 0.546 (k = 20). The discussion concludes ABMI and educational games "had more effect ... than other approaches".

"It was concluded that the activities based on multiple intelligence theory and the applications made with educational games had more effect on mathematics academic achievement than other approaches ."

Discussion¶

Related Claims¶

• Application period, publication type, database, grade level, scale used, school starting age, country and sample size do not significantly moderate the effect of student-centred methods on mathematics achievement — related
• Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, random-effects model) — related
• Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-significant effect (ES = 0.396) — related
• RME combined with mathematical software yields larger effects than RME alone or RME with other methods — related
• The effect of cooperative learning on mathematics achievement differs significantly by implemented technique, with multiple intelligence-assisted and STAD techniques largest — related
• The effect of games on mathematics achievement does not differ significantly by learning domain — related