Effect sizes do not differ significantly by education level, though primary school applications showed the largest point estimate (g = 1.564)¶
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 education level was not statistically significant (Q = 5.386 below the critical value of 5.991), although primary school studies showed the largest point estimate. → 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 comparing primary school (14 studies, g = 1.564), high school (7, g = 0.782) and university (2, g = 0.871). The descriptive ordering favored primary schools, but the between-group test was not significant (Q = 5.386 < 5.991).
"the effect size values of the studies carried out at the primary education institutions are greater than ot her education levels with a value of g= 1,564"
Discussion¶
Related Claims¶
- 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 duration of application, with 1-10 hours (g = 1.837) and 21-30 hours (g = 1.894) showing larger point estimates — 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
- The effect of multiple intelligence practices does not differ significantly by instructional level — related
- Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant — 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
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.