50 of the 53 studies in the meta-analysis show positive effect sizes favoring the constructivist approach; 3 show negative effects favoring traditional teaching.¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The distribution of individual study effect sizes ranges from -0.194 to 4.946, with 50 positive and 3 negative values. → Mehmet Fatih Ayaz 2015

Evidence¶

Mehmet Fatih Ayaz 2015¶

Mehmet Fatih Ayaz, Hanifi Şekerci. (2015). The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077612

q3 · i3 · quant-synthesis · r3

Forest plot analysis (Figure 1) of the 53 included studies' standardized mean differences. The article reports "50 of the 53 studies showed a positive effect size and 3 of them have negative effects", the negative ones favoring the control group.

"While the examination of these studies' effect sizes, the smallest effect size value is calculated as -0.194 and the highest effect size value is determined as 4.946. Referring to the studies' effect sizes, we see that 50 of the 53 studies showed a positive effect size and 3 of them have negative effects."

Discussion¶

Related Claims¶

• The constructivist approach produces more positive attitudes towards lessons than traditional teaching, with an overall effect size of 0.728 across 43 Turkish studies — related
• The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — related
• Most individual 7E effect sizes were positive, but three were negative, with effect sizes ranging from -.473 to 3.953 — related