SEM effectiveness is greatest in small class sizes and non-significant in large classes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 SEM shows a moderate positive effect in medium classes (ES = 0.791). → Yao Gege 2025 q3 i? SEM shows no statistically significant effect in large classes (P = 0.837). → Yao Gege 2025 (2)

Evidence¶

Yao Gege 2025¶

Yao Gege, Zhang Junlong, Soh Kim Geok, Bai Xiaorong, Xiao Wensheng, Anuar Mohd Ashraff Mohd, Bao Lixia. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLoS One. https://doi.org/10.1371/journal.pone.0331228

q3 · i2 · quant-synthesis · r2

Subgroup analysis for medium classes (31–50 students) found a significant moderate effect (ES = 0.791, 95% CI 0.192–1.390, P = 0.010).

"SEM demonstrated a significant moderate positive effect on students in medium class sizes (Effect size = 0.791; P = 0.010)"

Yao Gege 2025 (2)¶

Yao Gege, Zhang Junlong, Soh Kim Geok, Bai Xiaorong, Xiao Wensheng, Anuar Mohd Ashraff Mohd, Bao Lixia. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLoS One. https://doi.org/10.1371/journal.pone.0331228

q3 · i? · quant-synthesis · r2

Subgroup analysis for large classes (>50 students) found no statistically significant effect (P = 0.837, ES = −0.018); equivalence was not tested.

"SEM did not achieve statistical significance for physical education learning among students in large class sizes (P = 0.837)"

Discussion¶

Related Claims¶

• Active learning benefits students in all class sizes, with the greatest effects in classes of 50 or fewer students — related
• Effect sizes are highest in medium-sized classes (50–99 students), with class-size differences only marginally significant — reports the opposite
• SEM effectiveness is largest for secondary students, non-significant for elementary students — related
• Sampling size is not an effective moderator of AR effects, with large samples (50+) at 0.647 and small samples (1-49) at 0.262 — related
• Flipped classroom shows significant positive effects across class sizes, with the largest reported effect for medium-sized classes — related
• SEM shows a small positive effect on cognitive outcomes and a moderate positive effect on non-cognitive outcomes — related
• SEM intervention frequency of two lessons per week is optimal; no significant effect above two lessons per week — related
• SEM is effective for students without prior SEM experience — related