Effectiveness of educational materials does not differ significantly across subject matters¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The homogeneity test found no significant differences in effect sizes among different subject matters (QB=4.759; p=0.446). → Zeynel KABLAN 2013

Evidence¶

Zeynel KABLAN 2013¶

Zeynel KABLAN, Beyda TOPAN, Burak ERKAN. (2013). The Effectiveness Level of Material Use in Classroom Instruction: A Meta-analysis Study. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2013.3.1692

q3 · i? · quant-synthesis · r1

Homogeneity test across subject matters (Science and Technology, Sciences, Social Sciences, Social Studies, Maths, English, Computer, Turkish, Music, Technical Art) under a fixed effects model. The Q-statistic of 4.759 fell below the critical value of 9.490 with 4 degrees of freedom; no effect size is printed for the contrast.

"In this study, since Q-statistic (4.759) is smaller than the critical value of 9.490, the hypothesis of homogeneity of the distribution of effect sizes has been accepted according to fixed effects model. In other words, the distribution is homogeneous and there are no significant differences in effect sizes (QB=4.759; p= 0.446) among different subject matters."

Discussion¶

Related Claims¶

• Effectiveness of educational materials does not differ significantly across educational levels (primary, secondary, university) — related
• Effectiveness of educational materials does not differ significantly by type of material (computer presentations, concept maps, combination, cartoons, hands-on) — related
• The effect of computer-based teaching on academic success does not differ significantly by subject area — related
• The effect of the 7E learning cycle on achievement differs significantly by subject matter, with the largest average for chemistry and the smallest for science — reports the opposite