Learning-styles-tailored instruction shows a large pooled effect on students' attitudes toward courses (d = 1.113)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The random-effects common effect size on attitude toward the course is d = 1.113, a large effect. → Kanadlı 2016

Evidence¶

Kanadlı 2016¶

Kanadlı, S. (2016). A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. Educational Sciences: Theory & Practice, 16, 2057–2086. https://doi.org/10.12738/estp.2016.6.0084

q3 · i3 · quant-synthesis · r2

Meta-analysis of 11 studies investigating attitude; heterogeneity was high (Q = 66.385, I² = 84.95%), so the random effect model was applied. The article reports this d "is associated with a U3 value of 84.1%", with the average treated student scoring higher on attitude tests than 84.1% of control students.

"When the effect sizes of 11 studies included in this review were combined according to the random effect model, the common effect size was calculated as (d) 1.113 with 0.227 standard error and 95% confidence intervals of 1.557 and 0.669."

Discussion¶

Related Claims¶

• Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies — related
• Learning-styles-tailored instruction shows a large pooled effect on retention, with inconsistent printed values (d = 1.763 in Table 7; d = 1.290 in the abstract and discussion) — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type — related
• Diagnostic analyses show the pooled effect sizes for achievement, attitude and retention are robust and not attributable to publication bias — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by learning style model — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly between quasi-experimental and true-experimental designs — related
• STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620) — related