Course type significantly moderates the digital story effect: mathematical/statistical courses show a larger effect (1.085) than non-mathematical courses (0.585)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The course type moderator variable makes a significant difference on effect sizes (p < .05), with mathematical/statistical courses at 1.085 and non-mathematical courses at 0.585. → Nurullah Sahin and İsmail Coban 2020

Evidence¶

Nurullah Sahin and İsmail Coban 2020¶

Nurullah Sahin and İsmail Coban. (2020). The effect of digital story applications on students' academic achievement: A meta-analysis study. African Educational Research Journal, Special Issue 8(3), S62-S75. https://eric.ed.gov/?id=EJ1274516

q3 · i? · quant-synthesis · r3

Moderator analysis reported in the Findings section (Table 8): 30 mathematical/statistical studies versus 64 non-mathematical studies. The difference was significant (Q = 12.414, df = 1, p = 0.000), and both joint effect sizes favored the experimental group.

"While the course type with the highest joint effect size is mathematical field with 1,085, the effect size in the non-mathematical field is 0.585."

Discussion¶

Related Claims¶

• The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect — related
• Teaching level significantly moderates the digital story effect, with kindergarten showing the highest joint effect size — related