Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among studies grouped as methods and approaches, effect sizes ranged from insignificant (Birinci 2008, ES=-0.045; Kaya 2010, ES=-1.948) to very large (Kaya 2006, ES=1.279; Saygılı 2008), and the authors state analogy-enhanced teaching is likely more effective than the other applications listed. → Şenel Elaldı 2016
Evidence¶
Şenel Elaldı 2016¶
Şenel Elaldı, Veli Batdı. (2016). The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i1.1097
q2 · i? · quant-synthesis · r2
Narrative summary of Table 2 effect sizes for individual method and approach studies: Uysal (2009) low (ES=0.297), Biber (2006) medium (ES=0.737), Kaya (2006) and Saygılı (2008) very large, Birinci (2008) and Kaya (2010) insignificant. No pooled estimate is printed for this grouping.
"while the effect size of the study titled “the effects of Cooperative learning method on the access, achievement, critical thinking and creativity skills of the elementary school fourth -grade students” by Uysal (2009) was low (ES=0.297), the effect size of another study titled “the effects of the method of discovery learning on primary education grade II mathematics students’ creativity” by Biber (2006) was medium (ES=0.737)."
Discussion¶
Related Claims¶
- Analogical Reasoning Improves Transfer — the general claim this finding bears on, with the studies behind it
- Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) — related
- A meta-analysis of three differentiated-instruction studies reports a pooled effect of 0.729 on academic achievement whose 95% confidence interval (−3.66 to 5.12) spans zero — related
- Advance organizers produce a small average learning benefit, larger for high-ability than for low-ability learners — related
- Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
- Adult learner groups are more heterogeneous than child groups, calling for individualized instruction and varied learning strategies — related
- Effects of inclusion are heterogeneous and single-factor subgroup moderator analyses were inconclusive — related
- In medical and dental education, a deep learning approach is associated with high(er) or no-difference academic performance and never with low(er) performance — related
- Fluency training shows the largest intervention effect (g = 1.78) among intervention methods — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
method-approach-effect-sizes-vary-analogy-largest |
title |
Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant |
description |
Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — şenel-elaldı-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.