Context-based learning has a statistically significant positive overall effect on learning retention (g=0.791) compared to traditional lecture-based instruction¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
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 i2 Across 10 primary studies and 12 effect sizes, all positive, CBL shows a significant positive overall effect on learning retention of g=0.791, 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 · i2 · quant-synthesis · r2
Random-effects meta-analysis of 10 primary studies (662 students; 330 experimental, 332 control; 12 effect sizes) on learning retention, all 12 ESs positive, spanning 0.111 to 1.881. The article reports the printed effect size g=0.791 as "a statistically significant improvement in learning retention through the implementation of CBL, compared to traditional lecture-based instruction (p=0.000)."
"The overall ES for the impact of CBL on learning retention was estimated to be 0.791, with a 95% confidence interval ranging from 0.529 to 1.052."
Discussion¶
Related Claims¶
- Context-based learning has a statistically significant positive overall effect on academic achievement (g=0.970) compared to traditional lecture-based instruction — related
- In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results — related
- Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related
- Publication bias tests indicate the observed effects for both outcomes were not influenced by publication bias — related
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