Computer simulations yield a slightly higher achievement effect than pen-and-paper modelling activities¶

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? The effect size from computer simulations (ES = 0.72, SE = 0.06) was higher than pen-and-pencil activities (ES = 0.68, SE = 0.10), but the difference was small. → Andrzej Sokolowski 2015

Evidence¶

Andrzej Sokolowski 2015¶

Andrzej Sokolowski. (2015). The Effects of Mathematical Modelling on Students’ Achievement-Meta-Analysis of Research. The IAFOR Journal of Education, Volume III - Issue I - Winter 2015. https://journals.iafor.org/index.php/joe

q3 · i? · quant-synthesis · r2

Subgroup moderator analysis comparing 12 computer-supported studies with 2 pen-and-pencil studies in the meta-analytic pool. The article reports "ES = 0.72, SE = 0.06" versus "ES = 0.68, SE = 0.10" and states the difference was not large; no effect size for the difference is printed.

"The learning effect size produced by simulations was higher (ES = 0.72, SE = 0.06) when compared to traditional pen-and-pencil activities (ES = 0.68, SE = 0.10), yet the difference was not that large."

Discussion¶

Related Claims¶

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