The effect of traditional methods does not differ significantly by learning domain, department, grade, or geographical region¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Categorical moderator analysis found no significant differences between subgroups (all Qbetween p > .05) for learning domain, department, grades, and geographical region. → San 2018

Evidence¶

San 2018¶

San, I. & Kis, A. (2018). Effect of traditional methods in geometry and numbers learning domains on academic achievement: A Meta-analysis study. International Journal of Research in Education and Science (IJRES), 4(2), 544-554. https://doi.org/10.21890/ijres.428950

q2 · i? · quant-synthesis · r2

Moderator analysis (Table 4) of the 31 studies under the random effects model; e.g., geometry d = -0.948 vs numbers d = -0.718, with Qbetween p-values of 0.224 (domain), 0.062 (department), 0.077 (grade), and 0.393 (region).

"It is seen in Table 3 that there is no significant difference in effect size of categorical moderator subgroups (p>.05). In other words, the effect of traditional methods in geometry and numbers learning domain on academic achievement does not vary signif icantly according to learning domain, department, grades and geographical region."

Discussion¶

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