Attitude effect sizes of other applications ranged from negligible (Project Based Learning, d=-0,3678) to very large (Guess-Observe-Explain Method, d=1,0249)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Among the remaining attitude applications, Learning Cycle Model (d=0,0212) and Computer Aided Education (d=0,0242) had effect sizes close to zero, classified as small, while Blended Learning Method (d=0,3934) and Reflective Thinking Based Learning Activities (d=0,2097) had medium effect sizes; the GOE Method (d=1,0249) had a very large effect size. → Şenel Elaldı 2016

Evidence¶

Şenel Elaldı 2016¶

Şenel Elaldı, Veli Batdı. (2016). Comparing Effects of Different Applications on Pre-Service Teachers: A Meta–Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i7.1456

q3 · i0 · quant-synthesis · r2

Meta-analysis of attitude studies reporting Hedges' d by application. The review reports Learning Cycle Model (d= 0,0212) and Computer Aided Education (d= 0,0242) "have a small effect size" and Blended Learning and Reflective Thinking activities "a medium effect size"; the near-zero printed values are coded i=0.

"Learning Cycle Model ( d= 0,0212); Computer Aided Education ( d= 0,0242); and Web Based Active Learning (0,1394) have a small effect size, (0,15≤). Blended Learning Method (d= 0,3934); and Reflective Thinking Based Learning Activities ( d= 0,2097) have a medium effect size (0,40≤)."

Discussion¶

Related Claims¶

• For attitude of pre-service teachers, Transformative Learning Theory had the highest effect size (d=1,4760, huge) and Problem Based Learning the lowest (d=-0,3949, classified as negligible) — related
• Learning Cycle Model, Use of Animation, Reflective Diaries and Multiple Intelligence Theory Based Teaching each had very large retention effect sizes for pre-service teachers — related