Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2016 · 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 Across five studies analyzed under a fixed-effect model, creativity-based learning environments yielded a pooled effect size of 0.850 on academic achievement, interpreted as large under Thalheimer and Cook's classification. → Şenel Elaldı 2016
Evidence¶
Şenel Elaldı 2016¶
Şenel Elaldı, Veli Batdı. (2016). The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i1.1097
q3 · i3 · quant-synthesis · r2
Meta-analysis of five CBL studies using Hedges' d under a fixed-effect model; the pooled ES was 0.850 with a 95% CI of 0.612 to 1.088, described as "positive and significant" and large per Thalheimer and Cook (2002).
"according to the results of the studies in the theme of CBL, the standard error was 0.1 21 and the upper limit for 95% of the confidence interval was 1.088 while the lower limit was 0.612 and the effect size was 0.850. It can be stated that the effect size of the model is positive and significant."
Discussion¶
Related Claims¶
- Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant — related
- Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
- A meta-analysis of three differentiated-instruction studies reports a pooled effect of 0.729 on academic achievement whose 95% confidence interval (−3.66 to 5.12) spans zero — related
- Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
- SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
- Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cbl-large-positive-effect-academic-achievement |
title |
Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) |
description |
Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — şenel-elaldı-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.