RME effects at university level are significantly smaller than at primary and secondary levels¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Combined effect sizes in primary (g = 0.80) and junior high school (g = 0.85) differ significantly from college (g = 0.38); the authors tentatively suggest RME is not recommended at university level. → Juandi 2022

Evidence¶

Juandi 2022¶

Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches. International Journal of Instruction, 15(1), 381-400. https://doi.org/10.29333/iji.2022.15122a

q3 · i? · quant-synthesis · r2

Moderator analysis across educational stages (Qb = 10.79, p = 0.01): primary school g = 0.80, junior high school g = 0.85, senior high school g = 0.94, college g = 0.38. The authors offer a tentative explanation that university students may no longer need imaginable problem situations.

"Descriptively this study reports a combined effect size that is almost the same as that of studies conducted in primary and secondary schools but differs significantly from studies conducted at universities."

Discussion¶

Related Claims¶

• Education level does not significantly moderate the effect of RME on mathematical literacy — reports the opposite
• The effect of learning stations differs significantly by education level, largest at primary level — related
• Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97) — related