Moderator analyses for manipulative effects are inconclusive, with no discernable heterogeneity across participant and intervention characteristics¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Meta-regressions of manipulatives type, program duration, gender mix, and grade level were inconclusive, and effect-size heterogeneity was negligible, suggesting effects may not differ by these characteristics. → Amy B. Holmes 2013

Evidence¶

Amy B. Holmes 2013¶

Amy B. Holmes, Vanderbilt University. (2013). Effects of Manipulative Use on PK-12 Mathematics Achievement: A Meta-Analysis. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563072

q2 · i? · quant-synthesis · r3

Bivariate meta-regression models (Table 3) tested grade level, manipulatives type, and duration; none reached significance at p < .05. The article reports moderator analyses were "inconclusive" with only suggestive trends, and low power to detect significant predictors.

"Although moderator analyses were inconclusive (insert Table 3 here), there was some evidence suggesting that virtual manipulatives use was associated with larger effects than physical manipulatives use and that randomized designs reported smaller effect sizes."

Discussion¶

Related Claims¶

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