Control groups taught with traditional methods in Turkish geometry and numbers theses show a large average pretest-posttest gain of about 0.83 standard deviations¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2018 · 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.
q2 i? Combining 31 studies under a random effects model, the overall standardized pretest-posttest gain for traditional-method control groups was Cohen d = -0.829 (95% CI -1.019 to -0.640), classified as a large effect. → San 2018
Evidence¶
San 2018¶
San, I. & Kis, A. (2018). Effect of traditional methods in geometry and numbers learning domains on academic achievement: A Meta-analysis study. International Journal of Research in Education and Science (IJRES), 4(2), 544-554. https://doi.org/10.21890/ijres.428950
q2 · i? · quant-synthesis · r2
Meta-analysis of 31 theses' control-group pretest-posttest data using Cohen's d and a random effects model in CMA Ver.2.0; the pooled d of -0.829 was "large" according to Cohens (1988) classification, with the article interpreting that traditional methods increase success.
"When effect sizes of 31 studies included in this review were combined using random effects model, the overall effect size was calculated as (Cohen d) -0.829 with 0.097 standard error and 95% confidence intervals of -1.019 and -0.640. It is “large” effect according to Cohens (1988) classification."
Discussion¶
Related Claims¶
- Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014 — related
- Control-group implementations of the traditional method were undocumented (no lesson plans, no recordings), creating a reliability problem in the underlying studies — related
- Most individual studies favor posttest over pretest: 24 of 31 show statistically significant gains and 28 of 31 favor posttest — related
- The 5E instructional model shows a large, significant pooled effect on academic achievement versus traditional teaching methods in Turkish studies (2008-2014) — related
- MIT-based instruction shows a large overall positive effect on students' academic achievement in a meta-analysis of 75 Turkish experimental theses and dissertations — related
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