Group size significantly moderates the effect of context-based learning on academic achievement, with studies under 100 participants showing stronger effects than studies over 100¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2023 · 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 i3 The between-group heterogeneity test for group size was statistically significant (Qb=15.421, p<0.05): studies with fewer than 50 participants showed g=1.116, studies with 50-100 participants g=1.096, and studies with more than 100 participants a modest g=0.498. → Tutal 2023
Evidence¶
Tutal 2023¶
Tutal, Ö (2023). Does Context-Based Learning Increase Academic Achievement and Learning Retention?: A Review based on Meta-Analysis. Journal of Practical Studies in Education, 4(5), 1-16. https://doi.org/10.46809/jpse.v4i5.71
q3 · i3 · quant-synthesis · r2
Between-group heterogeneity test in the moderator analysis of 54 achievement effect sizes; group size (total students in experimental and control groups) was the only significant moderator. Printed subgroup effect sizes were strong: g=1.116 (≤50), g=1.096 (>50,<100), versus modest g=0.498 (≥100).
"the heterogeneity analysis indicated that there was a statistically significant difference among the ESs of the groups based on group size ( Qb=15.421, p<0.05)"
Discussion¶
Related Claims¶
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