The effect of learning stations differs significantly by education level, largest at primary level¶
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? Effect sizes differed significantly by education level (QB=10.083; p=0.006), with primary education highest (1.012), secondary 0.615, and university 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 of the 16 measurements divided by primary, secondary, and university levels, with average effect sizes of 1.012, 0.615, and 0.013 respectively. The article characterizes these as large, medium, and small effects.
"According to the homogeneity test result, there was a significant difference between the effect size values calculated by education level (Q B=10.083; p=0.006). The average effect on the achievement of the studies done at the primary education level was highest."
Discussion¶
Related Claims¶
- The achievement effect of cooperative learning differs significantly across student grade levels, largest at university level (d+ = 1.33) — related
- Effect of learning stations differs significantly by course type, highest in science and technology — related
- The effect of digital technology-assisted STEM education on academic achievement differs significantly by education level, largest at high school and smallest at primary school — related
- Effect sizes differ significantly by educational level, with the highest effect at university level (ES = 2.254) and the lowest at primary level (ES = 0.936). — related
- RME effects at university level are significantly smaller than at primary and secondary levels — related
- Effectiveness of educational materials does not differ significantly across educational levels (primary, secondary, university) — related
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