Using games in mathematics teaching has a medium positive effect (g = 0.792) on academic achievement in Turkey, per random-effects meta-analysis¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 The average effect size of game use on mathematics academic achievement is 0.792 (SE = 0.077) under a random-effects model, a medium effect by the article's criteria. → Sedat Turgut 2017
Evidence¶
Sedat Turgut 2017¶
Sedat Turgut, Özlem Dogan Temur. (2017). The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study. International Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2017236115
q3 · i2 · quant-synthesis · r2
Meta-analysis of 31 effect sizes from 26 experimental pretest-posttest studies in Turkey, computed with Hedges's g at 95% confidence in CMA and MetaWin. The pooled "0.792" effect was classified as "medium effect according to Cohen et. al. (2007)" by the authors.
"The average effect size value was calculated as 0.792 with 0. 077 standard error according to random effect model."
Discussion¶
Related Claims¶
- Game-based mathematics teaching favored experimental groups in 30 of 31 included effect sizes — related
- Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, random-effects model) — related
- Game-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.538) — related
- Computer-Assisted Mathematics Education has a large positive overall effect on academic achievement (ES = .8999) in Turkish experimental and quasi-experimental studies — related
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