Innovative learning models produce a large pooled effect on mathematical and statistical critical thinking compared with conventional instruction¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Across 19 primary studies, the random-effects pooled effect size of innovative learning models on mathematical and statistical critical thinking is Hedges' g = 1.030 (95% CI [0.607, 1.453]). → Sa’idah 2026
Evidence¶
Sa’idah 2026¶
Sa’idah, N., Jailani, Sudiyatno, & Retnawati, H. (2026). Innovative teaching models and critical thinking in mathematics and statistics education: A meta-analytical review. International Journal of Research in Education and Science (IJRES), 12(1), 140-157. https://doi.org/10.46328/ijres.5054
q3 · i3 · quant-synthesis · r2
Random-effects meta-analysis of 19 experimental/comparison studies coded with sample size, mean and SD for experimental and control groups, computed in JASP. The pooled effect size was Hedges' g = 1.030 (SE 0.216, z = 4.775, p < .001), described as "very high (random effect = 1.030)".
"The analysis using the Random Effects model indicates a significant impact of innovative learning models on improving mathematical and statistical critical thinking (z = 4.775; p < .001; 95% CI [0.607; 1.453])."
Discussion¶
Related Claims¶
- Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97) — related
- Innovative learning is more effective than conventional learning for junior high school students' mathematical problem-solving ability (summary effect 0.95, 95% CI 0.71–1.19) — related
- Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, random-effects model) — related
- Effect sizes across the included studies are highly heterogeneous (I² = 91.37%), indicating moderating factors — related
- Statistical critical thinking is under-researched relative to mathematical critical thinking in this literature — a narrower finding that bears on this claim
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