Lesson subject significantly moderates the effect of constructivism on attitudes: positive for science and technology and other subjects, not significant for mathematics¶

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 Subject was a significant moderator (Qb(2) = 16,298, p < .05): the effect size was 0,897 for science and technology and 1,095 for other subjects, both significant, while mathematics showed a non-significant effect size of -0,285. → Toraman 2016

Evidence¶

Toraman 2016¶

Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62, 115-142. http://dx.doi.org/10.14689/ejer.2016.62.8

q3 · i3 · quant-synthesis · r2

Moderator analysis by subject across the 43 studies (Table 4): science and technology (26 studies, ES = 0,897), mathematics (8 studies, ES = -0,285, p = 0,290), other subjects (9 studies, ES = 1,095). The article reports "the effect size is not significant" for mathematics.

"On examining Table 4, we find that attitudinal studies demonstrate heterogenity in accordance with the subject moderating factor (Q (b) (2) = 16,298, p<.05). In light of the meta– analysis conducted in connection with the effect of the constructivist approach on mathematics lessons, we can conclude that the effect size is not significant."

Discussion¶

Related Claims¶

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