Attitude effects of innovative teaching decrease with student grade level¶

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

Subclaims¶

q3 i? Meta-regression showed a significant negative effect of grade level on overall attitude effect size, indicating interventions are less effective for older students. → Savelsbergh 2016

Evidence¶

Savelsbergh 2016¶

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003

q3 · i? · quant-synthesis · r?

Meta-regression of overall attitude effects (Akçay et al. excluded) found a significant negative coefficient for grade level (B = -0.10, SE = 0.04, p = 0.01). The authors state "the effectiveness of interventions decreases for older students."

"The negative effect of grade level is signi ficant however, indicating that the effectiveness of interventions decreases for older students."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Number of rubric sessions interacts negatively with mean age: intervention length matters less for older students — related
• For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator results — related
• Age significantly moderates MBI effects on executive functions across all RCTs (larger benefits with older age) and on negative behaviour in active-control RCTs (larger benefits with younger age) — related
• No significant differences in attitude effects between the five types of innovative teaching approach — related