Claims

Collaborative learning has a large positive effect on academic success in Turkish language instruction (REM ES = 0.816)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2017 · 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 Under the random effects model, collaborative learning shows a mean effect size of 0.816, significantly greater than conventional teaching (z = 4.342, p = 0.000). → Nurşat Biçer 2017

Evidence

Nurşat Biçer 2017

Nurşat Biçer. (2017). The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050419

q3 · i3 · quant-synthesis · r2

Random effects model analysis of 6 collaborative learning studies (95% CI 0.448–1.184; Q = 4.563 below the critical χ² of 11.070). The article reports the score is "positively and significantly large in accordance with [13] classification" and favors collaborative learning.

"Upon comparison of collaborative learning with a mean effect size score of 0.816 to conventional teaching method, it is observed that it has a greater effect on the academic success of students."

Discussion

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