Effect sizes differ significantly by course, with the highest effects in science learning, English, and computer courses and the lowest in religion.¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2015 · not yet checked against its sources · 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.
q3 i3 Course is a significant moderator (QB = 40.167, p = 0.000); science learning (ES = 2.890), English (ES = 2.743) and computer (ES = 2.621) show the highest values, religion the lowest (ES = 0.127). → Mehmet Fatih Ayaz 2015
Evidence¶
Mehmet Fatih Ayaz 2015¶
Mehmet Fatih Ayaz, Hanifi Şekerci. (2015). The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077612
q3 · i3 · quant-synthesis · r2
Moderator analysis by course (Table 2) across the 53 studies. The article reports the highest values for "science education of (ES=2.890), English (ES=2.743) and computer (ES=2.621)" and the lowest for religion (ES = 0.127, weak level).
"The highest effect size values are found in the courses of science education of (ES=2.890), English (ES=2.743) and computer (ES=2.621) seems to be on course. However, the few number of studies about courses poses a problem with the probability of generalization of the results."
Discussion¶
Related Claims¶
- Effect of learning stations differs significantly by course type, highest in science and technology — related
- Achievement effects of modelling vary by content domain, with probability and statistics highest but inflated by an outlier and calculus lowest — related
- The effect of computer-based teaching on academic success does not differ significantly by type of course, though social studies showed the largest effect size (1.54) and mathematics the lowest (1.06) — reports the opposite
- The effect of multiple intelligence practices does not differ significantly by course type, though Social Sciences shows the highest and Physics-Chemistry the lowest value — reports the opposite
- The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type — reports the opposite
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