The effect of games on mathematics achievement does not differ significantly by sample size¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-group homogeneity for sample size was not significant (QB = 1.016, p = 0.602) across 21–40, 41–60 and 61-or-more person 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

Subgroup analysis of sample size (21–40 ES = 0.612; 41–60 ES = 0.861; 61+ ES = 0.788), QB = 1.016, p = 0.602. No study fell in the 1–20 persons range.

"Therefore, the academic achievement attained by using games with different sample sizes does not show a statistically significant differentiation."

Discussion¶

Related Claims¶

• The effect of games on mathematics achievement does not differ significantly by learning domain — related
• Effect of MIT-based instruction does not differ significantly by study sample size — related
• Effect sizes do not differ significantly by sample size, practice time, or constructivist method used. — 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 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
• Sample size category (21–40 vs. >40 participants) does not significantly moderate GenAI writing effects — related
• Effect of MIT-based instruction does not differ significantly across Turkey's geographical regions — related