Conflict resolution, peace education and peer mediation programs have a large overall positive effect on students' conflict resolution skills (Hedge's g = 1.256)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Across 23 Turkish studies, the pooled random-effects Hedge's g for the effect of CRE, PE and PM programs on students' conflict resolution skills is 1.256, classified as a quite large effect. → Fulya Turk 2017
Evidence¶
Fulya Turk 2017¶
Fulya Turk. (2017). Evaluation of the Effects of Conflict Resolution, Peace Education and Peer Mediation: A Meta-Analysis Study. International Education Studies; Vol. 11, No. 1. https://doi.org/10.5539/ies.v11n1p25
q3 · i3 · quant-synthesis · r2
Meta-analysis of 23 Turkish experimental and semi-experimental studies meeting inclusion criteria, using Hedge's g with a random-effects model. The pooled effect size (Hedge's g = 1.256) was "determined as 1,256", which the article classifies as "quite large" under the Thalheimer and Cook (2002) scheme.
"The general effect size for the effect sizes of individual studies has been determined as 1,256. According to the effect size classification by Thalheimer and Cook (2002), this interval is an indication that the effect is quite large."
Discussion¶
Related Claims¶
- Effect sizes of CRE, PE and PM programs do not differ significantly by education program, though peace education showed the largest point estimate (g = 1.892) — related
- Fail-safe N analyses indicate the pooled effect is resistant to publication bias (Rosenthal FSN = 2139; Orwin FSN = 1048) — related
- Effect sizes across included studies are highly heterogeneous (I² = 94.79%), requiring a random-effects model — related
- Effect sizes do not differ significantly by duration of application, with 1-10 hours (g = 1.837) and 21-30 hours (g = 1.894) showing larger point estimates — related
- Effect sizes do not differ significantly by education level, though primary school applications showed the largest point estimate (g = 1.564) — related
- Effect sizes do not differ significantly between selected-student and whole-class applications, with class-based applications slightly higher (g = 1.253 vs 1.245) — related
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