Task type significantly moderates the effect of peer-led learning: sessions where student leaders facilitate complete problem-based learning tasks yield achievement 0.30 standard deviation units higher than non-PBL sessions¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In the conditional model, task type was the only variable that significantly moderated the effect size after controlling for training and duration (coefficient 0.30, p = 0.00, 95% CI 0.15–0.45). → Zha 2019 q3 i? The set of three study characteristics was a practically significant predictor of effect-size differences across studies (QM = 24.12, df = 3, p < 0.01), explaining 53% of between-study variability in true effects. → Zha 2019 (2)

Evidence¶

Zha 2019¶

Zha, Shenghua; Estes, Michele D.; and Xu, Ling. (2019). A meta-analysis on the effect of duration, task, and training in peer-led learning. Journal of Peer Learning, 12. https://ro.uow.edu.au/ajpl/vol12/iss1/2

q3 · i1 · quant-synthesis · r2

Conditional mixed-effects meta-regression (k = 28): the PBL-facilitation group mean ES was 0.56 (CI 0.43–0.71) versus 0.17 (CI 0.05–0.29) for non-PBL tasks; the task-type moderation effect was 0.30 standard deviation units (p = 0.00, CI 0.15–0.45), and the interval width suggested the effect could range from 0.15 to 0.45.

"Groups where student leaders facilitated PBL activities as their core tasks were 0.30 standard deviation units higher than groups where student leaders facilitated non-PBL types of tasks, such as lecturing."

Zha 2019 (2)¶

Zha, Shenghua; Estes, Michele D.; and Xu, Ling. (2019). A meta-analysis on the effect of duration, task, and training in peer-led learning. Journal of Peer Learning, 12. https://ro.uow.edu.au/ajpl/vol12/iss1/2

q3 · i? · quant-synthesis · r2

Omnibus QM test of the joint regression coefficients for task type, training, and duration in the two-level conditional meta-regression model (k = 28); the model was significant and explained 53% of between-study variability in true effect sizes.

"The result for the conditional model showed a statistical significance (QM = 24.12, df = 3, p < 0.01), meaning that this set of characteristics was a practically significant predictor of ES differences across studies. More than half (53%) of the between-study variability in true ES can be explained by this conditional model."

Discussion¶

Related Claims¶

• Duration of an average PLL session (50–180 minutes) did not significantly moderate the effect on cognitive achievement; the descriptive 60-versus-120-minute advantage did not generalise across durations — related
• Peer-led learning is associated with higher post-secondary cognitive achievement than non-peer-led learning, with a moderate pooled effect of g = 0.36 — a broader claim this one bears on
• Small-group learning improves undergraduate STEM achievement — related
• Substantial between-study heterogeneity remained unexplained after the three design characteristics were accounted for (τ² = 0.03; QE = 101.25, df = 24, p < 0.001) — related
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