The effect sizes of drama-based social studies instruction are highly heterogeneous across studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Q test was significant and the I² statistic indicated high heterogeneity (78.695%) among the included effect sizes, justifying the random effects model. → 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 · r2

Homogeneity analysis of the 38 effect sizes in the meta-analysis. The Q test was significant (Q=173.666; p<.05) and the I² value of 78.695% was interpreted as "a high level of heterogeneity", which the authors state justified using the random effects model.

"A statistical significance was found between the groups in terms of homogeneity test results (Q=173.666; p<.05), indicating that the effect size range was heterogeneous."

Discussion¶

Related Claims¶

• Effect sizes across creative drama studies in Social Studies are highly heterogeneous (Q = 90.019, p < .05; I² = 78.893%) — possibly the same claim (merge candidate)
• The effect of drama on social studies achievement does not differ significantly by duration of application (1–4 vs 5–10 weeks) — related
• The effect of drama on social studies achievement does not differ significantly by grade level (grades 4–7) — related
• The effect of drama on social studies achievement does not differ significantly by sample size, though effect sizes decrease slightly as sample size increases — related
• Effect sizes across primary studies are highly heterogeneous (Q = 283.659, I² = 77%), justifying the random-effects model — related
• Effect sizes across included studies were heterogeneous (Q=13.886, p<.05), and the article concludes a random-effects model is appropriate — related
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• Effect sizes of small-group learning studies in engineering and technology education are significantly heterogeneous, justifying moderator analyses — a narrower finding that bears on this claim
• Effect sizes across the 38 comparisons are highly heterogeneous, requiring a random-effects model — related
• Effect sizes of creative drama studies are heterogeneous (Q = 60.78, df = 39, p < .05), motivating moderator analyses — 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