Treatment time and grade level account for more heterogeneity in hands-on effect sizes than other moderators, but not significantly¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Except for treatment time and grade level, moderator variables did not explain a significant amount of variation in effect size heterogeneity; treatment time accounted for 20.00% and grade level 12.97% of heterogeneity. → Caglak 2017

Evidence¶

Caglak 2017¶

Caglak, S. (2017). Does hands-on science practices make an ımpact on achievement in science? A meta-analysis. Journal of Education in Science, Environment and Health (JESEH), 3(1), 69-87. https://eric.ed.gov/?id=EJ1125775

q3 · i? · quant-synthesis · r2

Mixed-effects moderator analysis (Table 1) reporting amount of heterogeneity accounted for (R2): 20.00% for treatment time and 12.97% for grade level, versus .00% for school level, treatment location and geographical region. The article states these amounts were "not large enough to be statistically significant at alpha level of .05".

"Except for the treatment time and grade level, the other moderator variables in the model did not explain significant amount of variation in the effect siz e heterogeneity."

Discussion¶

Related Claims¶

• No moderator variable significantly differentiates hands-on science effect sizes across subgroups — related