mCSCL effects are larger in mathematics and science than in social studies and specific abilities¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mathematics (g = 0.894) and science (g = 0.770) showed the largest domain effects; social studies (g = 0.223) and specific abilities (g = 0.124) were not significant, and the regrouped comparison reached significance. → Sung Yao-Ting 2017

Evidence¶

Sung Yao-Ting 2017¶

Sung Yao-Ting, Yang Je-Ming, Lee Han-Yueh. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research. https://doi.org/10.3102/0034654317704307

q3 · i? · quant-synthesis · r?

Random-effects moderator analysis of domain subjects. Table 4 reports mathematics g = 0.894 (k = 5), science g = 0.770 (k = 9), professional subjects g = 0.585 (k = 12), language arts g = 0.413 (k = 11). When regrouped into mathematics-and-science versus humanities-and-social-sciences, QB reached statistical significance.

"The mCSCL studies implemented with the mathematics domain produced the largest ES, followed by science, professional subjects, and language arts. The ESs for studies with the domain subjects of social studies and specific abilities were not significant."

Discussion¶

Related Claims¶

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• mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks — related
• mCSCL effects do not differ significantly by group size, though tetrads show the largest subgroup effect and dyads alone are not significant — related
• mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL — related
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• Individual rewards yield significant mCSCL effects while group reward methods do not — related