The effect of CAME on mathematics achievement varies significantly by region of implementation (QB = 13.2191; p = .0162; I2 = 62.1759%)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Region-level homogeneity testing shows statistically significant heterogeneity (QB = 13.2191; p = .0162), with region representing 62.1759% of total variability in effect sizes; no standardized effect size is printed for this moderator. → Demir 2014
Evidence¶
Demir 2014¶
Demir, S., & Başol, G. (2014). Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study. Educational Sciences: Theory & Practice, 14(5), 2026-2035. http://www.edam.com.tr/estp
q3 · i? · quant-synthesis · r2
Moderator analysis grouping the included studies by the region of Turkey where they were conducted. The article reports significant heterogeneity by region and that the maximum and minimum effect sizes were obtained in the Aegean and Mediterranean region groups, respectively; I2 was 62.1759%. No standardized effect size is printed for this contrast.
"the QB statistic, observed as a result of the homogeneity test of chi-square distribution calculated with a 0.05 confidence interval and five degrees of freedom(QB = 13.2191; p = .0162), reveals that the current study is statistically heterogeneous."
Discussion¶
Related Claims¶
- Effect sizes of the included CAME studies are statistically homogeneous overall (QT = 30.1670; p = .8439) — related
- Effect sizes across primary studies are highly heterogeneous (Q = 283.659, I² = 77%), justifying the random-effects model — related
- Geographical region does not significantly moderate the effect of constructivism on attitudes towards lessons — related
- Effect sizes across included studies were heterogeneous (Q=13.886, p<.05), and the article concludes a random-effects model is appropriate — related
- Effect of MIT-based instruction does not differ significantly across Turkey's geographical regions — related
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