The effect of games on mathematics achievement differs significantly by educational level, with maximum effect at higher school and minimum at middle school¶
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 educational level was significant (QB = 7.830, p = 0.050), and effects ranged from 0.661 (middle school) to 1.207 (higher school). → 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
Analog ANOVA subgroup analysis across preschool (ES = 1.162), elementary (0.868), middle school (0.661) and higher school (1.207) levels, with "QB= 7.830, p= 0.050" as printed. Higher-school and preschool effects were classified large; the others medium.
"Accordingly, a statistically significant difference between groups in terms of educational level is found. Regarding findings, using games in mathematics teaching has maximum effect on higher school and minimum effect on middle school in terms of educational level."
Discussion¶
Related Claims¶
- 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 game type, with musical games showing the maximum effect — related
- The effect of games on mathematics achievement does not differ significantly by sample size — related
- The effect of games on mathematics achievement does not differ significantly by implementation period — related
- The effect of cooperative learning on mathematics achievement does not differ significantly by educational level — related
- The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period — related
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