The effect of games on mathematics achievement does not differ significantly by implementation period¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·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? Between-group homogeneity for implementation period was not significant (QB = 8.313, p = 0.216); the 6–10 hours subgroup showed the largest effect (1.010). → 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 · r3
Subgroup analysis across seven implementation-period groups (1–5 hours ES = 0.337 up to 6–10 hours ES = 1.010), with QB = 8.313 below the critical value of 12.592 at 95% significance.
"Accordingly, a statistically significant difference between groups in terms of implementation period is not found. Therefore, the academic achievement attained by using games in different implementation periods does not show a statistically significant differentiation."
Discussion¶
Related Claims¶
- The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period — related
- Creative drama's effect on achievement does not significantly differ by implementation period (QB = 7.63, df = 4, p > .05), though the 9–18-week group showed the largest descriptive ES (2.55) — related
- Application period, publication type, database, grade level, scale used, school starting age, country and sample size do not significantly moderate the effect of student-centred methods on mathematics achievement — a broader claim this one bears on
- The effect of games on mathematics achievement does not differ significantly by learning domain — related
- The effect of games on mathematics achievement differs significantly by educational level, with maximum effect at higher school and minimum at middle school — related
- The effect of games on mathematics achievement differs significantly by game type, with musical games showing the maximum effect — related
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