Digital story applications have a high positive average effect on students' academic achievement compared to other teaching methods (ES = 0.750)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 94 effect sizes from 45 studies, lessons taught with digital story applications show an average effect size of 0.750 on students' academic achievement, in favor of the experimental group. → 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 · i2 · quant-synthesis · r2

Meta-analysis of 94 effect sizes from 45 experimental studies comparing digital story lessons with other teaching methods, analyzed with CMA software under a random effects model. The average effect size was 0.750 (SE 0.057), with a 95% CI of 0.637 to 0.862, described as "a high impact on increasing students' academic achievements".

"When Table 4 is examined, as a result of the analysis performed according to random effects model, the average effect size value was calculated as 0.750 and the standard error was calculated as 0.057."

Discussion¶

Related Claims¶

• The digital story meta-analysis is resistant to publication bias by fail-safe N and trim-and-fill tests — related
• Publication type and study origin do not significantly moderate the digital story effect on academic achievement — related
• Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, 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
• Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) — related
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