Geographical location does not significantly moderate the effect of RME on mathematical literacy¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2024 · 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? Rural studies showed a larger descriptive effect (g = 1.223) than urban studies (g = 0.943), but the heterogeneity test was non-significant (Q = 0.976, p = 0.323). → Amelia Defrianti Putri 2024
Evidence¶
Amelia Defrianti Putri 2024¶
Amelia Defrianti Putri, Dadang Juandi, Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (EduLearn), Vol. 18, No. 4. https://doi.org/10.11591/edulearn.v18i4.21650
q3 · i? · quant-synthesis · r2
Moderator analysis of eleven urban-area and six rural-area studies. The printed Q was 0.976 with p = 0.323; the article concludes effect magnitudes across geographic locations are homogeneous, so RME efficacy is unaffected by geographical context. No moderator effect size is printed.
"The outcomes of heterogeneity testing manifest a discernible variance in the mean impact magnitude across distinct educational strata (Q = 0.976, p = 0.323). Nonetheless, given that the p-value surpasses the threshold of 0.05, it is elucidated that the array of effect magnitudes for both delineations about the students' geographic locational demonstrates homogeneity."
Discussion¶
Related Claims¶
- PISA content domain does not significantly moderate the effect of RME on mathematical literacy — related
- Education level does not significantly moderate the effect of RME on mathematical literacy — related
- Class capacity does not significantly moderate the effect of RME on mathematical literacy — related
- Associations with school belonging are generally stronger in rural than urban locations — related
- RME effects are larger in studies with small samples (30 or fewer) than large samples (31 or more) — related
- RME is more effective in Indonesia, Malaysia, Turkey, and Thailand than in Greece and the United States — related
- RME learning has a large positive overall effect on Indonesian students' mathematical literacy (g = 1.031) — related
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