Effect sizes do not differ significantly by sample size, practice time, or constructivist method used.¶

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

Subclaims¶

q3 i? Sample size (QB = 1.007, p = 0.316), practice time (QB = 0.173, p = 0.678) and method (QB = 11.416, p = 0.576) show no statistically significant differences between groups. → 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 · i? · quant-synthesis · r2

Moderator analyses (Table 2, analogue ANOVA) for sample size, practice time and method. The article reports no statistically significant difference for these moderators; equivalence was not tested. Descriptively, method effects ranged from 7E (ES = -0.051) to invention (ES = 2.776).

"There could find a statistically significant difference between groups which formed for publication types, courses and educational levels. There could not find a statistically significant difference between other groups."

Discussion¶

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