Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, random-effects model)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 66 effect sizes from 63 studies, student-centred methods and techniques were more effective than traditional teaching methods on primary school mathematics achievement, with a random-effects effect size of 0.787. → Hakan Ulum 2022 q3 i2 Under the fixed-effects model the combined effect size was 0.738 (SE = 0.030, 95% CI 0.679–0.797), also favouring the experimental group. → Hakan Ulum 2022 (2)

Evidence¶

Hakan Ulum 2022¶

Hakan Ulum, Songül Tümkaya. (2022). The effect of student-centred methods and techniques on primary school students' mathematics achievement: A meta-analysis study. Malikussaleh Journal of Mathematics Learning (MJML). https://ojs.unimal.ac.id/mjml/index

q3 · i2 · quant-synthesis · r2

Random-effects synthesis of 66 effect sizes from 63 experimental studies on student-centred methods in primary school mathematics. The article reports "ES = 0.787" with a 95% CI lower limit of 0.660 and upper limit of 0.913, favouring the experimental group.

"It was determine d that student -centred strategies, methods and techniques used in primary school mathematics courses were more positive than the control group in favour of the experimental group regarding the ef fect on academic achievement."

Hakan Ulum 2022 (2)¶

Hakan Ulum, Songül Tümkaya. (2022). The effect of student-centred methods and techniques on primary school students' mathematics achievement: A meta-analysis study. Malikussaleh Journal of Mathematics Learning (MJML). https://ojs.unimal.ac.id/mjml/index

q3 · i2 · quant-synthesis · r3

Fixed-effects synthesis of the same 66 effect sizes reports ES = 0.738, SE = 0.030, upper confidence limit 0.797 and lower limit 0.679, with academic achievement "more positive in favour of the experimental group" than the control group.

"The average effect size value of the effect size v alues of the studies included in the study according to the fixed-effect model was ES = 0. 738, the standard error of the average effect size was SE = 0.030"

Discussion¶

Related Claims¶

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