Effect sizes do not differ significantly by duration of application, with 1-10 hours (g = 1.837) and 21-30 hours (g = 1.894) showing larger point estimates¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2017 · 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 i? Between-group heterogeneity by application duration was not statistically significant (Q = 7.502 below the critical value of 11.070), although the 1-10 hour and 21-30 hour bands had the largest point estimates. → Fulya Turk 2017
Evidence¶
Fulya Turk 2017¶
Fulya Turk. (2017). Evaluation of the Effects of Conflict Resolution, Peace Education and Peer Mediation: A Meta-Analysis Study. International Education Studies; Vol. 11, No. 1. https://doi.org/10.5539/ies.v11n1p25
q3 · i? · quant-synthesis · r2
Moderator analysis across five duration bands (from 1-10 hours to 31 hours and above, plus unspecified). All effect sizes were positive, with the shortest and a mid-range band largest, but the difference was not statistically significant.
"the effect sizes of studies with application durations of 0-10 hours (g= 1,837) and 21-30 hours (1,894) are greater. However, the difference between the effect sizes is not statistically significant since the Q=7,502 value is lower than the critical value of 11,070"
Discussion¶
Related Claims¶
- Effect size of creative drama on skills varies significantly with duration of experimental application, with longer applications showing larger effects — reports the opposite
- The effect of drama on social studies achievement does not differ significantly by duration of application (1–4 vs 5–10 weeks) — related
- Effect sizes do not differ significantly between selected-student and whole-class applications, with class-based applications slightly higher (g = 1.253 vs 1.245) — related
- Effect sizes do not differ significantly by education level, though primary school applications showed the largest point estimate (g = 1.564) — related
- Effect sizes of CRE, PE and PM programs do not differ significantly by education program, though peace education showed the largest point estimate (g = 1.892) — related
- Conflict resolution, peace education and peer mediation programs have a large overall positive effect on students' conflict resolution skills (Hedge's g = 1.256) — related
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