High school students show a larger achievement effect from mathematical modelling than college students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The moderator analysis found high school students gained ES = 0.94 (SE = 0.07) versus college students' ES = 0.45 (SE = 0.08). → 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 · r2

Subgroup moderator analysis of the 13-study pool, weighted per Cooper (2009), comparing seven high school and seven college studies. The article reports "ES = 0.94 (SE = 0.07)" for high school versus "ES = 0.45 (SE = 0.08)" for college.

"The effect size showed differences; high school students reported a large effect size of ES = 0.94 (SE = 0.07), versus college-level reporting a moderate effect size of ES = 0.45 (SE = 0.08)."

Discussion¶

Related Claims¶

• Mathematical modelling produces a moderate positive effect on high school and college students' mathematics achievement compared with traditional instruction — a broader claim this one bears on
• Shorter modelling treatments produce larger achievement effects than semester-length treatments — related