Mathematical modelling produces a moderate positive effect on high school and college students' mathematics achievement compared with traditional instruction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 13 primary studies with 1,670 participants, the overall mean effect size of mathematical modelling on student achievement was ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79), a medium positive effect. → Andrzej Sokolowski 2015

Evidence¶

Andrzej Sokolowski 2015¶

Andrzej Sokolowski. (2015). The Effects of Mathematical Modelling on Students’ Achievement-Meta-Analysis of Research. The IAFOR Journal of Education, Volume III - Issue I - Winter 2015. https://journals.iafor.org/index.php/joe

q3 · i2 · quant-synthesis · r1

Meta-analysis of 13 peer-reviewed experimental studies (1,670 participants) published 2000–2013, comparing modelling-based instruction with traditional methods using Hedges' formula. The article reports "ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79)" of medium magnitude and positive direction.

"The overall mean effect size; ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79) of a medium magnitude and positive direction supported the claim that mathematical modelling helps students understand and apply math concepts."

Discussion¶

Related Claims¶

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