The constructivist approach produces more positive attitudes towards lessons than traditional teaching, with an overall effect size of 0.728 across 43 Turkish studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Across 43 studies analyzed with a random effects model, students taught with the constructivist approach held more positive attitudes towards lessons than students taught by traditional methods (ES = 0.728, Z = 5.115, p < .05). → Toraman 2016

Evidence¶

Toraman 2016¶

Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62, 115-142. http://dx.doi.org/10.14689/ejer.2016.62.8

q3 · i2 · quant-synthesis · r2

Meta-analysis of 43 studies (28 theses, 15 articles) conducted in Turkey between 2004 and 2015, with N = 1,529 experimental and N = 1,539 control participants, analyzed in CMA software under the random effect model. The printed effect size is ES = 0.728 (Z = 5.115, p < .05); the article reports "the value of the average effect size was found to be 0,728 and positive", favouring the experimental group.

"When the results of our study were analyzed according the random effect model, the effect size was found to be significant with a confidence interval of 95% (Z = 5,115, p<.05). The value of the average effect size was found to be 0,728 and positive."

Discussion¶

Related Claims¶

• Constructivist learning models show high-level effects on thinking skills (ES=.88) and academic success (ES=.81) but a medium-level effect on attitudes (ES=.51) — related
• The 43 studies on constructivism and attitudes are highly heterogeneous (I² = 92.562%), requiring a random effects model — related
• The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — related
• STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620) — related
• 50 of the 53 studies in the meta-analysis show positive effect sizes favoring the constructivist approach; 3 show negative effects favoring traditional teaching. — related
• Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal) — related
• Year of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related