Several learning theories and teaching strategies have very large positive effects on academic achievement (e.g., creative drama ES = 1.453), while the surface approach to learning has a small negative effect (ES = -.366)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Creative drama (ES = 1.453), constructivist learning (ES = 1.391), learning strategy instruction (ES = 1.250) and collaborative learning (ES = 1.230) have very large positive effects on academic achievement. → Koçak 2021 q3 i1 The surface approach to learning (ES = -.366) has a small negative effect on academic achievement. → Koçak 2021 (2)

Evidence¶

Koçak 2021¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i3 · quant-synthesis · r2

Systematic review of meta-analyses: 48 variables from 43 meta-analyses produced 82 effect sizes in the learning theories and teaching strategies category (Table 3). The review reports that "creative drama (ES= 1.453), constructivist learning (ES= 1.391), learning strategy instruction (ES= 1.250) and collaborative learning (ES= 1.230) have very large effects."

"According to Table 3, creative drama (ES= 1.453), constructivist learning (ES= 1.391), learning strategy instruction (ES= 1.250) and collaborative learning (ES= 1.230) have very large effects on academic achievement."

Koçak 2021 (2)¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i1 · quant-synthesis · r2

Systematic review of meta-analyses, negative-effects paragraph of the learning theories and teaching strategies findings. The review reports that "the surface approach to learning (ES= -.366) had small effects on academic achievement."

"it was found that the surface approach to learning (ES= -.366) had small effects on academic achievement"

Discussion¶

Related Claims¶

• Across 169 meta-analyses, 254 variables with 427 effect sizes influence academic achievement; most variables have small or very small effects and none has a large, very large or huge negative effect — a broader claim this one bears on
• SES and individual-characteristic variables relate to academic achievement, with grade retention (ES = 1.616) and college admissions test (ES = 1.416) showing very large effects and procrastination a small negative effect (ES = -.357) — related
• Creative drama-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.712) — a narrower finding that bears on this claim
• The drama approach has a strong positive effect on students' academic achievement in social studies courses compared with traditional teaching — a narrower finding that bears on this claim
• The creative drama method has a large positive effect on students' skill development — related
• Creative drama method has a very large positive effect on Social Studies course achievement in favor of experimental groups (random-effects d = 1.171) — a narrower finding that bears on this claim
• Creative drama has a large significant positive effect on academic achievement (overall weighted ES = 1.68 under a random effects model across 40 studies) — a narrower finding that bears on this claim
• Thematic analysis of 14 studies of student views found creative drama produced influential outcomes across cognitive, creative/critical-thinking, learning-environment, and social-affective domains, along with negative aspects — related