Geographical region does not significantly moderate the effect of constructivism on attitudes towards lessons¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2016 · 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? Across Turkey's seven principal geographical regions the between-group difference was not significant (Qb(6) = 10,524, p = 0,104). → Toraman 2016
Evidence¶
Toraman 2016¶
Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62, 115-142. http://dx.doi.org/10.14689/ejer.2016.62.8
q3 · i? · quant-synthesis · r2
Moderator analysis across seven regions (Table 6): effect sizes ranged from 0,124 (Eastern Anatolia, non-significant) to 1,503 (Mediterranean); Central Anatolia had the most studies (15, ES = 1,008). The between-group test was non-significant.
"Table 6 shows that no heteregenity among the studies exists (Q (b) (6) = 10, 524, p>.05). In meta-analysis, geographical region is not considered a significant factor in the differentiation of studies."
Discussion¶
Related Claims¶
- Educational level does not significantly moderate the effect of constructivism on attitudes towards lessons — related
- The effect of CAME on mathematics achievement varies significantly by region of implementation (QB = 13.2191; p = .0162; I2 = 62.1759%) — related
- RME is more effective in Indonesia, Malaysia, Turkey, and Thailand than in Greece and the United States — related
- Geographical region significantly moderates AI literacy intervention effects, with Europe and East Asia outperforming North America — related
- The effect of traditional methods does not differ significantly by learning domain, department, grade, or geographical region — related
- Lesson subject significantly moderates the effect of constructivism on attitudes: positive for science and technology and other subjects, not significant for mathematics — related
- Year of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
- Effect of MIT-based instruction does not differ significantly across Turkey's geographical regions — related
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