Learning Cycle Model, Use of Animation, Reflective Diaries and Multiple Intelligence Theory Based Teaching each had very large retention effect sizes for pre-service teachers¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the reviewed retention studies, Learning Cycle Model (d=1,4169), Use of Animation (d=1,3044), Reflective Diaries (d=1,2909) and Multiple Intelligence Theory Based Teaching (d=1,2578) showed very large effect sizes. → Şenel Elaldı 2016

Evidence¶

Şenel Elaldı 2016¶

Şenel Elaldı, Veli Batdı. (2016). Comparing Effects of Different Applications on Pre-Service Teachers: A Meta–Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i7.1456

q3 · i3 · quant-synthesis · r1

Meta-analysis of the nine retention studies reporting Hedges' d values by application. The review reports these four applications each "have a very larg e effect size" under the Thalheimer and Cook (2002) classification.

"In addition, Learning Cycle Model (d= 1,4169); Use of Animation (d=1,3044); Reflective Dairies (d=1,2909); and Multiple Intelligence and Theory Based Teaching ( d= 1,2578) techniques have a very larg e effect size."

Discussion¶

Related Claims¶

• Among applications for retention of pre-service teachers, the Learning Together Technique had the highest effect size (d=2,0606, huge) and the Jigsaw Technique the lowest (d=0,5461, medium) — related
• The meta-analysis corpus comprised 23 studies (9 retention, 14 attitude) with a total of 1204 pre-service teachers across experimental and control groups — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
• Attitude effect sizes of other applications ranged from negligible (Project Based Learning, d=-0,3678) to very large (Guess-Observe-Explain Method, d=1,0249) — related
• For attitude of pre-service teachers, Transformative Learning Theory had the highest effect size (d=1,4760, huge) and Problem Based Learning the lowest (d=-0,3949, classified as negligible) — related