No moderator variable significantly differentiates hands-on science effect sizes across subgroups¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-groups heterogeneity (QM) was not significant at alpha level .05 for any of the six moderators (study type, treatment time, school level, treatment location, geographical region, grade level). → Caglak 2017 q3 i? Differences between reference groups and other groups within each moderator were not statistically significant, with 95% CIs for slope parameters capturing zero. → Caglak 2017 (2)

Evidence¶

Caglak 2017¶

Caglak, S. (2017). Does hands-on science practices make an ımpact on achievement in science? A meta-analysis. Journal of Education in Science, Environment and Health (JESEH), 3(1), 69-87. https://eric.ed.gov/?id=EJ1125775

q3 · i? · quant-synthesis · r2

Mixed-effects moderator analyses across six study-level variables (Table 1). The article reports "the between -groups heterogeneities ( QM) were not significant at alpha level .05", indicating effect sizes for each moderator level were not statistically different from each other.

"The within -groups heterogeneities (QE) were statistically significant across all of the moderators; the between -groups heterogeneities ( QM) were not significant at alpha level .05."

Caglak 2017 (2)¶

Caglak, S. (2017). Does hands-on science practices make an ımpact on achievement in science? A meta-analysis. Journal of Education in Science, Environment and Health (JESEH), 3(1), 69-87. https://eric.ed.gov/?id=EJ1125775

q3 · i? · quant-synthesis · r2

Parameter estimates from mixed-effects modeling (Table 2). The article reports slope parameter 95% CI estimates "captured the zero point", so subgroup contrasts were not statistically significant.

"Even though the mean effect size estimates for the reference groups were statistically significant, the difference between the reference groups and the other groups of interests in each moderator variable were not statistically significant (see Table 2)."

Discussion¶

Related Claims¶

• The college-or-university school level shows a statistically significant difference in mean effect size from other school levels — related
• Treatment time and grade level account for more heterogeneity in hands-on effect sizes than other moderators, but not significantly — related
• The effect of traditional methods does not differ significantly by learning domain, department, grade, or geographical region — related