Significant heterogeneity exists among service-learning effect sizes across studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2012 · 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? The Q statistic indicated significant heterogeneity among the 11 effect sizes, motivating moderator analyses by learning-measure type. → Jami L. Warren 2012
Evidence¶
Jami L. Warren 2012¶
Jami L. Warren. (2012). Does Service-Learning Increase Student Learning?: A Meta-Analysis. Michigan Journal of Community Service Learning. https://quod.lib.umich.edu/m/mjcsl
q3 · i? · quant-synthesis · r1
Heterogeneity test in the fixed-effects meta-analysis of 11 studies. The printed Q statistic ("Q = 24.550; p = .017") indicated significant heterogeneity; no effect size is printed for this finding, so impact is null.
"Statistical testing suggested significant heterogeneity among the studies, Q = 24.550; p = .017."
Discussion¶
Related Claims¶
- Effect sizes of small-group learning studies in engineering and technology education are significantly heterogeneous, justifying moderator analyses — related
- Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56) — related
- Heterogeneity between studies of the metacognition–math association is significant and remains high in all moderator analyses — related
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