SEM shows a small positive effect on cognitive outcomes and a moderate positive effect on non-cognitive outcomes¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr2–r3·q3·i1–i2
Currency · newest study 2025 · 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 i1 SEM has a small positive effect on cognitive-dimension learning outcomes (ES = 0.411). → Yao Gege 2025
q3 i2 SEM has a moderate positive effect on non-cognitive-dimension learning outcomes (SMD = 0.641). → 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 · i1 · quant-synthesis · r3
Meta-analysis of cognitive-dimension outcomes (11 cognitive indicators across included studies). The article reports "Effect size = 0.411" with 95% CI 0.015–0.807, Z = 2.034, P = 0.042, a small statistically significant effect.
"SEM had a small positive effect on students' learning outcomes in the cognitive dimension (Effect size = 0.411, P < 0.042)"
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 · i2 · quant-synthesis · r2
Meta-analysis of non-cognitive-dimension outcomes (38 non-cognitive indicators, e.g., motivation). The article reports "SMD = 0.641" with 95% CI 0.265–1.016, Z = 3.345, P = 0.001, a moderate statistically significant effect.
"In the non-cognitive dimension, SEM demonstrated a moderate positive effect on students' learning outcomes (SMD = 0.641, P < 0.01)"
Discussion¶
Related Claims¶
- SEM effectiveness is greatest in small class sizes and non-significant in large classes — related
- SEM effectiveness is largest for secondary students, non-significant for elementary students — related
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