Educational level does not significantly moderate the effect of constructivism on attitudes towards lessons¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Differences across primary, middle school, and undergraduate levels were not significant (Qb(2) = 0,840, p = 0,657), although the undergraduate subgroup alone showed a significant effect size of 1,550. → Toraman 2016

Evidence¶

Toraman 2016¶

Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62, 115-142. http://dx.doi.org/10.14689/ejer.2016.62.8

q3 · i? · quant-synthesis · r2

Moderator analysis by educational level (Table 3): primary (33 studies, ES = 0,727), middle school (4 studies, ES = 0,203, p = 0,780), undergraduate (6 studies, ES = 1,550). The between-group test was non-significant, so level is not a significant differentiating factor.

"On examination of Table 3, we are able to ascertain that heterogenity does not exist between attitudinal studies when the moderating factor of educational level (Q (b) (2) = 0,840, p>.05) is taken into consideration. Differences in levels of education do not represent an important factor in the meta–analysis process."

Discussion¶

Related Claims¶

• The 43 studies on constructivism and attitudes are highly heterogeneous (I² = 92.562%), requiring a random effects model — related
• Education level does not significantly moderate the effect of formative assessment on student learning — related
• Type of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Geographical region does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Year of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Attitude effects of STEM practices differ significantly by education level but not by publication type or lesson type — related
• Lesson subject significantly moderates the effect of constructivism on attitudes: positive for science and technology and other subjects, not significant for mathematics — related
• The pooled effect of self-regulated learning does not differ significantly by school level — related
• Effect sizes differ significantly by educational level, with the highest effect at university level (ES = 2.254) and the lowest at primary level (ES = 0.936). — reports the opposite
• AR effect sizes do not differ significantly across grade levels, although the descriptive undergraduate effect (0.839) exceeds high school (0.623) and primary (0.303) — related