The effect of drama on social studies achievement does not differ significantly by sample size, though effect sizes decrease slightly as sample size increases¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-group homogeneity testing showed no statistically significant difference in effect sizes across sample-size groups (QB=2.075 < X2=5.991; p=0.354), though descriptively effect sizes fell from 1.267 (1–50 students) to 0.909 (65 and over). → Yildirim 2022

Evidence¶

Yildirim 2022¶

Yildirim, E., Tikman, F., & Senturk, M. (2022). Meta-analysis on the effectiveness of using the drama approach in social studies course. International Journal on Social and Education Sciences (IJonSES), 4(1), 17-33. https://doi.org/10.46328/ijonses.301

q3 · i? · quant-synthesis · r3

Moderator analysis across 13 studies with 1–50 students (d = 1.267), 13 with 51–64 (d = 1.158), and 12 with 65 and over (d = 0.909). The test found "no statistically significant difference between the groups"; the authors interpret a slight decrease in effect sizes as sample size increases.

"Since the homogeneity value of QB=2.075, calculated in this study, was smaller than the accepted critical value of 5.991 (QB=2.075.05), it could be asserted that there was no statistically significant difference between the groups."

Discussion¶

Related Claims¶

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