The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156).¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Under a random effects model, the overall effect of the constructivist learning approach on academic achievement is 1.156 (95% CI 0.910–1.402, SE = 0.125), statistically significant and in favor of the experimental group. → Mehmet Fatih Ayaz 2015

Evidence¶

Mehmet Fatih Ayaz 2015¶

Mehmet Fatih Ayaz, Hanifi Şekerci. (2015). The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077612

q3 · i3 · quant-synthesis · r2

Meta-analysis of 53 Turkish experimental studies comparing constructivist versus traditional teaching, analyzed with a random effects model in CMA, MetaWin and Excel. The article reports "the average effect size value was found to be 1.156" with Z = 9.222, p = 0.000, and power analysis value 0.972.

"As a result of the analysis made by the random effects model, the average effect size value was found to be 1.156 with a standard error of 0.125. At the 95% confidence interval, the lower limit of the effect size is found to be 0.910, the upper limit is calculated to be 1.402. When looking at the statistical significance, Z is found to be 9.222 and p is calculated as 0.000."

Discussion¶

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