No significant differences in attitude effects between the five types of innovative teaching approach¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regression found no evidence that context-based, inquiry-based, ICT-rich, collaborative, or extracurricular approaches differ in their effects on overall attitude. → Savelsbergh 2016

Evidence¶

Savelsbergh 2016¶

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003

q3 · i? · quant-synthesis · r?

Meta-regression of overall attitude effects on teaching-approach type, domain, timeframe, grade level, and teacher training, excluding Akçay et al. experiments. The authors report "no evidence for one approach being more effective than the others"; all approach coefficients were nonsignificant (e.g., Inquiry B = 0.13, p = 0.59).

"The data provide no evidence for one approach being more effective than the others, no evidence for differences between domains, and also teacher training and timeframe do not explain significant amounts of variance."

Discussion¶

Related Claims¶

• Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal) — a broader claim this one bears on
• Attitude effects of innovative teaching decrease with student grade level — related