Effect of learning stations does not differ significantly by application duration¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2019 · 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? No significant difference was found between effect sizes for applications of 2 weeks or less (0.804), 3-4 weeks (1.192), and 5 weeks or more (0.703) (QB=2.242; p=0.326). → 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 dividing studies into three duration groups: 2 weeks and less, 3-4 weeks, and 5 weeks and more. Descriptively, 3-4 weeks had the highest effect size (1.192) and 5 weeks and more the lowest (0.703), but the difference was not significant.
"According to the homogeneity test result, there was no significant difference be tween the effect size values calculated according to the application period of the studies performed (Q B=2.242; p=0.326)."
Discussion¶
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