Effect of learning stations differs significantly by course type, highest in science and technology¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effect sizes differed significantly by discipline (QB=20.057; p=0.003), highest for science and technology (1.224) and lowest for general chemistry (0.013). → Mevlut AYDOGMUS & Cihad SENTURK 2019

Evidence¶

Mevlut AYDOGMUS & Cihad SENTURK 2019¶

Mevlut AYDOGMUS & Cihad SENTURK. (2019). THE EFFECTS OF LEARNING STATIONS TECHNIQUE ON ACADEMIC ACHIEVEMENT: A META-ANALYTIC STUDY. Research in Pedagogy, Vol.9, No.1. https://doi.org/10.17810/2015.87

q3 · i? · quant-synthesis · r2

Subgroup analysis across seven disciplines (science and technology, physics, general chemistry, knowledge of life, math, social studies, Turkish). The discussion reports the highest effects in science and technology, social studies and Turkish, lowest in general chemistry and mathematics.

"This analysis showed that the highest calculated effect size value was 1.224 for science and technology and the lowest was 0.013 for general chemistry. According to the homog eneity test result, there is a significant difference between the effect size values calculated by discipline."

Discussion¶

Related Claims¶

• The effect of learning stations differs significantly by education level, largest at primary level — related
• Effect sizes differ significantly by course, with the highest effects in science learning, English, and computer courses and the lowest in religion. — related
• Effect of learning stations does not differ significantly by application duration — related
• Effect of learning stations does not differ significantly by study type (article vs master's thesis) — related