Type of publication does not significantly moderate the effect of constructivism on attitudes towards lessons¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2016 · 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? Differences among doctoral theses, master's theses, and academic articles were not significant (Qb(2) = 2,664, p = 0,264). → Toraman 2016
Evidence¶
Toraman 2016¶
Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62, 115-142. http://dx.doi.org/10.14689/ejer.2016.62.8
q3 · i? · quant-synthesis · r2
Moderator analysis by publication type (Table 5): doctoral thesis (5 studies, ES = 1,742), master's thesis (23 studies, ES = 0,620), academic article (15 studies, ES = 0,651); all three subgroups individually significant, but the between-group difference was not.
"Table 5 shows the different types of publications as the moderating factor and the finding that there was no heterogenity observed between attitudinal studies (Q (b) (2) = 2,664, p>.05). In this meta– analysis, differences in types of publications are not considered a significant factor in the differentiation."
Discussion¶
Related Claims¶
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