Context-based learning has a statistically significant positive overall effect on academic achievement (g=0.970) compared to traditional lecture-based instruction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 42 primary studies and 54 effect sizes, CBL shows a significant positive overall effect on academic achievement of g=0.970 under the random-effects model, categorized as moderate. → 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

Random-effects meta-analysis of 42 primary studies (3938 students, 54 effect sizes) on academic achievement; studies were Turkish theses with experimental or quasi-experimental pretest-posttest control group designs. The article reports a printed effect size g=0.970 (95% CI 0.793-1.146), classified as moderate per Cohen et al. (2018): "the overall ES was estimated to be 0.970".

"Incorporating all the studies included in the analysis, the overall ES was estimated to be 0.970, with a standard error of 0.090, employing the random-effects model (p=0.000)."

Discussion¶

Related Claims¶

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