The learning stations technique has a large positive effect on academic achievement compared to traditional teaching¶

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? Meta-analysis of 16 measurements from 13 Turkish studies found an average effect size of 0.84 (fixed effects) and 0.90 (random effects) favoring learning stations over traditional teaching, a large effect by Cohen's classification. → 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

Meta-analysis using Comprehensive Meta-Analysis 2.0 of 16 measurements from 13 studies (9 master theses, 4 articles) comparing learning stations to traditional teaching. The fixed effects value was 0.84 and the random effects value was 0.90, described as "a large effect according to Cohen's (1998) classification"; no standardized effect-size statistic with its symbol is printed for this pooled estimate beyond the g values themselves.

"According to the average effect value obtained, the average effect size of 16 studies based on the learning stations technique success was calculated as 0.84.This calculated value shows a large effect according to Cohen's (1998) classification."

Discussion¶

Related Claims¶

• 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) — a broader claim this one bears on