The effect of games on mathematics achievement does not differ significantly by learning domain¶
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? Between-group homogeneity for learning domain was not significant (QB = 0.618, p = 0.734); effects were medium and similar for mathematics (0.787), geometry (0.905), and combined domains (0.712). → 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
Subgroup analysis of learning domain (mathematics, geometry, mathematics and geometry) with QB = 0.618 below the critical chi-square value; the article reports "medium effect" for all three domain groups.
"Accordingly, a statistically significant difference between groups in terms of learrning domain is not found. Therefore, the academic achievement attained by using games does not show a statistically significant differentiation in terms of different learning domains."
Discussion¶
Related Claims¶
- The effect of cooperative learning on mathematics achievement differs significantly by learning domain, with geometry showing the largest effect — related
- The effect of games on mathematics achievement does not differ significantly by implementation period — related
- The effect of games on mathematics achievement does not differ significantly by sample size — 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
- The application approach (which student-centred method or technique is used) significantly moderates the effect size, with Activities Based on Multiple Intelligences and Educational Games showing the largest effects — related
- The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period — related
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