Game-based mathematics teaching favored experimental groups in 30 of 31 included effect sizes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2017 · 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? Only one of the 31 effect sizes was negative; the remaining 30 favored the game-based experimental groups. → 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 · i? · quant-synthesis · r2
Forest plot of primary-study effect sizes under the random-effects model; the article reports the lowest effect value was -0.059 and the highest 1.815. "Only 1 effect size value is negative" among the 31 values.
"Only 1 effect size value is negative among 31 effect sizes. Consequently, using games in the process of mathematics teaching affected on behalf of experimental groups in 30 studies."
Discussion¶
Related Claims¶
- Using games in mathematics teaching has a medium positive effect (g = 0.792) on academic achievement in Turkey, per random-effects meta-analysis — related
- Nearly all (97.33%) of the included studies show effect sizes in favor of MIT-based instruction over control-group instruction — related
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