PBL effect sizes on science achievement do not differ significantly between studies conducted in Turkey and abroad¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2022 · 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? Effect sizes were high in both national (Turkey, 1.044) and international (0.770) studies, with no significant heterogeneity between the two groups (Q = 0.562, p > 0.05). → Ufuk Uluçınar 2022
Evidence¶
Ufuk Uluçınar 2022¶
Ufuk Uluçınar. (2022). The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study. Science Education International, 34(2), 72-85. https://doi.org/10.33828/sei.v34.i2.1
q3 · i? · quant-synthesis · r2
Moderator analysis by nationality across the 55 datasets (random effects model): 48 national (Turkey) studies and 7 international studies. The author concludes PBL applications could increase achievement "at a similar or similar level" in both groups.
"the heterogeneity test results revealed no significant difference between the effect sizes of these two groups (Q=0.562; Ρ > 0.05)."
Discussion¶
Related Claims¶
- PBL effect sizes on science achievement do not differ significantly across educational levels — related
- The meta-analysis corpus comprised 55 datasets drawn predominantly from Turkish studies and middle-school settings — related
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