The effect of computer-based teaching on academic success differs significantly by grade level, with the largest effect in secondary schools (ES = 1.31) and the smallest in primary schools (ES = .66)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intergroup heterogeneity was significant (QB = 19.60, p < .05), indicating effect sizes differed among primary, secondary, high school, and university groups. → Veli Batdı 2015 q3 i? All grade-level groups had large effect sizes except primary schools, which was medium (ES = .66). → Veli Batdı 2015

Evidence¶

Veli Batdı 2015¶

Veli Batdı. (2015). A Meta-Analytic Study Concerning the Effect of Computer-Based Teaching on Academic Success in Turkey. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.5.2491

q3 · i? · quant-synthesis · r2

Moderator (sub-group) analysis dividing the 78 studies into four grade-level categories. Table 3 reports primary .66 (medium), secondary 1.31, high school 1.04, university 1.02, total .95; QB = 19.60, Z = 14.44, df = 3, significant at p < .05.

"When considering the effect of CBT on academic success with regard to grade level, the largest effect size was seen in secondary schools with a value of 1.31, while the lowest was in primary schools with a .66 value."

Discussion¶

Related Claims¶

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