Year of publication does not significantly moderate the effect of constructivism on attitudes towards lessons¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Differences among studies conducted before 2010, in 2010 and afterwards, and of unspecified year were not significant (Qb(2) = 2,484, p = 0,289). → 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 year (Table 7): before 2010 (26 studies, ES = 0,689), 2010 and afterwards (10 studies, ES = 1,122), unspecified (6 studies, ES = 0,280, non-significant). The between-group test was non-significant.

"On examination of Table 7, we observe that no heterogenity exists between attitudinal studies when the moderating factor of the study’s year is taken into account (Q (b) (2) = 2,484, p>.05). In meta-analysis, the year in which the research is conducted is not considered to be a significant factor in creating differentiation."

Discussion¶

Related Claims¶

• Educational level does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Lesson subject significantly moderates the effect of constructivism on attitudes: positive for science and technology and other subjects, not significant for mathematics — related
• Type of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• Geographical region does not significantly moderate the effect of constructivism on attitudes towards lessons — related
• The constructivist approach produces more positive attitudes towards lessons than traditional teaching, with an overall effect size of 0.728 across 43 Turkish studies — related