Education level does not significantly moderate the effect of RME on mathematical literacy¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2024 · 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
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Despite descriptive differences (primary g = 1.278, middle school g = 0.855, high school g = 1.194), the heterogeneity test showed no statistically significant difference across education levels (Q = 2.522, p = 0.283). → Amelia Defrianti Putri 2024
Evidence¶
Amelia Defrianti Putri 2024¶
Amelia Defrianti Putri, Dadang Juandi, Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (EduLearn), Vol. 18, No. 4. https://doi.org/10.11591/edulearn.v18i4.21650
q3 · i? · quant-synthesis · r2
Moderator analysis across six primary-school, nine middle-school and two high-school studies. The printed Q was 2.522 with p = 0.283; the article states the effect sizes are consistent across levels. Note: the sentence's phrase "statistically significant difference" contradicts its own p-value reading, which the article resolves as non-significant.
"The diversity analysis results showed a statistically significant difference in the average impact size across all levels of education (Q = 2.522, p = 0.283). Based on the acquired p-value, which is more than the value of 0.05, it is possible to conclude that the effect sizes of the three research characteristics are consistent with one another."
Discussion¶
Related Claims¶
- RME effects at university level are significantly smaller than at primary and secondary levels — reports the opposite
- Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant — related
- Geographical location does not significantly moderate the effect of RME on mathematical literacy — related
- PISA content domain does not significantly moderate the effect of RME on mathematical literacy — related
- RME learning has a large positive overall effect on Indonesian students' mathematical literacy (g = 1.031) — related
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by process:wiki-ingest on 2026-10-31 |
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