Class capacity does not significantly moderate the effect of RME on mathematical literacy¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2024 · 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 i? The Q Cochrane heterogeneity test found no significant difference in RME effect sizes between large classes (≥ 30, g = 1.011) and small classes (< 30, g = 1.102). → Amelia Defrianti Putri 2024
Evidence¶
Amelia Defrianti Putri 2024¶
Amelia Defrianti Putri, Dadang Juandi, Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (EduLearn), Vol. 18, No. 4. https://doi.org/10.11591/edulearn.v18i4.21650
q3 · i? · quant-synthesis · r2
Moderator analysis of nine large-class and eight small-class studies using the Q Cochrane test. The printed Q value was 0.121 with p = 0.728, so the article concludes "no significant difference" between the two class-capacity categories; no effect size for the moderator difference is printed.
"The Q value obtained from the heterogeneity test was 0.121, and the p-value was 0.728, more than 0.05. This means there is no significant difference in the effect size of the RME approach on students' mathematical ability regarding sample size."
Discussion¶
Related Claims¶
- RME effects are larger in studies with small samples (30 or fewer) than large samples (31 or more) — related
- Effect sizes are highest in medium-sized classes (50–99 students), with class-size differences only marginally significant — related
- Geographical location does not significantly moderate the effect of RME on mathematical literacy — related
- PISA content domain does not significantly moderate the effect of RME on mathematical literacy — related
- RME learning has a large positive overall effect on Indonesian students' mathematical literacy (g = 1.031) — related
- Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97) — related
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