Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across 65 independent experiments, innovative teaching approaches significantly improved overall attitude toward science and mathematics; after removing outliers the pooled effect was d = 0.35 [0.24; 0.47]. → Savelsbergh 2016

Evidence¶

Savelsbergh 2016¶

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003

q3 · i1 · quant-synthesis · r?

Random-effects meta-analysis of 65 independent experimental and quasi-experimental studies (1988-2014) in primary and secondary science and mathematics education. The authors report "significant positive effects on Overall Attitude (61 studies, d ¼ 0.35 [0.24; 0.47])" after outlier removal, with no remaining significant heterogeneity. The printed effect size for overall attitude is d = 0.35.

"we found significant positive effects on Overall Attitude (61 studies, d ¼ 0.35 [0.24; 0.47]), General Interest (20 studies, d ¼ 0.22 [0.04; 0.40]), and Career Interest (4 studies, d ¼ 0.40 [0.04; 0.76])"

Discussion¶

Related Claims¶

• General interest (d = 0.22) and career interest (d = 0.40) show significant positive effects; other attitude subscales do not — a narrower finding that bears on this claim
• No significant differences in attitude effects between the five types of innovative teaching approach — a narrower finding that bears on this claim