Vocabulary development interventions have a large average positive effect on cognitive vocabulary outcomes (g = 1.179) compared with traditional teaching methods¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
Currency · newest study 2025 · 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.
q3 i3 Under the random effects model, vocabulary development interventions show a statistically significant average effect of g = 1.179 (95% CI [0.985, 1.374]) on vocabulary-related cognitive outcomes, greater than traditional word teaching methods. → Kansızoğlu 2025
Evidence¶
Kansızoğlu 2025¶
Kansızoğlu, N. & Bekiroğlu, N. (2025). The effect of vocabulary development interventions on cognitive outcomes of vocabulary: A meta-analysis study. Journal of Pedagogical Research, 9(1), 123-148. https://doi.org/10.33902/JPR.202532083
q3 · i3 · quant-synthesis · r3
Meta-analysis of 43 Turkish theses (outliers excluded) using Hedge's g in CMA V3; random effects model. The article reports the average effect as "substantial (g = 1.179, 95% CI [0.985, 1.374], p < .05)"; fixed effects gave g = 0.964.
"the average effect of interventions aimed at improving vocabulary on vocabulary outcomes is substantial (g = 1.179, 95% CI [0.985, 1.374], p < .05)"
Discussion¶
Related Claims¶
- The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — related
- The 5E instructional model shows a large, significant pooled effect on academic achievement versus traditional teaching methods in Turkish studies (2008-2014) — related
- Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related
- 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) — related
- 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
- Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.