Shorter modelling treatments produce larger achievement effects than semester-length treatments¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatments shorter than one semester produced ES = 1.31 (SE = 0.10) versus ES = 0.46 (SE = 0.06) for semester-length treatments. → Andrzej Sokolowski 2015

Evidence¶

Andrzej Sokolowski 2015¶

Andrzej Sokolowski. (2015). The Effects of Mathematical Modelling on Students’ Achievement-Meta-Analysis of Research. The IAFOR Journal of Education, Volume III - Issue I - Winter 2015. https://journals.iafor.org/index.php/joe

q3 · i2 · quant-synthesis · r2

Subgroup moderator analysis of the study pool split into semester-length (8 studies) and shorter-than-semester (6 studies) treatments. The article reports "ES = 1.31, SE = 0.10" for shorter versus "ES = 0.46, SE = 0.06" for longer treatments.

"The effect size computation for this subgroup showed that shorter treatments produced a higher effect of students’ achievement (ES = 1.31, SE = 0.10) than longer (ES = 0.46, SE = 0.06)."

Discussion¶

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