Publication type, course type, educational level, and experimental duration did not significantly moderate the effect of context-based learning on academic achievement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Four of five moderator variables (publication type, course type, educational level, experimental duration) showed no statistically significant between-group differences (Qb p>0.05 in each case), so they did not significantly contribute to heterogeneity. → 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 · i? · quant-synthesis · r2

Moderator analyses of achievement effect sizes reported Qb=3.510 (p>0.05) for publication type, Qb=2.313 (p>0.05) for course type, Qb=4.383 (p>0.05) for educational level, and Qb=2.123 (p>0.05) for experimental duration; subgroup effects ranged from g=0.788 to g=1.633 without significant between-group differences.

"These findings suggest that the publication type, course type, education level, and experimental duration did not significantly contribute to the observed heterogeneity in the meta -analysis results."

Discussion¶

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