Claims

Grade level (JHS vs SHS) does not significantly moderate PBL’s effect on science achievement, though the SHS effect size is descriptively larger

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · 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? Moderator analysis shows no significant difference between JHS (ES = .745) and SHS (ES = 1.015) effect sizes (Q p = .342). → Funa 2021

Evidence

Funa 2021

Funa, A. A., & Prudente, M. S. (2021). Effectiveness of problem-based learning on secondary students’ achievement in science: A meta-analysis. International Journal of Instruction, 14(4), 69-84. https://doi.org/10.29333/iji.2021.1445a

q3 · i? · quant-synthesis · r2

Moderator analysis in Comprehensive Meta-Analysis version 3 across the 11 pooled studies. JHS (k = 6, n = 1047) obtained ES = .745 and SHS (k = 5, n = 375) ES = 1.015; the between-group heterogeneity test yielded p = .342, so "the JHS and the SHS share common effect sizes".

"In addition, the heterogeneity results (Q < df; and p > .05) showed no significant difference which demonstrate that the JHS and the SHS share common effect sizes."

Discussion

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