Examining the mutual relations between language and mathematics: A meta-analysis.

In this study, meta-analysis techniques were used to synthesize research on the effectiveness of three major activity-based elementary science programs (ESS, SAPA, and SCIS), which were developed with federal support. In 57 controlled studies, outcomes were measured in over 900 classrooms; the overall mean effect size for all outcome areas was .35. The mean effect size was .52 for science process tests, .16 for science content, and .28 for affective outcomes. On the average, gains also were realized in creativity, intelligence, language, and mathematics. Only 3 of 14 coded study features were related to reported effects: Disadvantaged students derived greater benefits than other students; tests not biased in favor of the activity-based programs resulted in positive but lower effects than those favoring the activity-based approach; and published reports had higher effects than unpublished reports. The effects of particular programs reflect their relative curricular emphases. In three followup studies, student groups that had had activity-based programs in elementary school and had later experienced traditional science programs during middle school years could not be consistently distinguished from control groups.

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Working memory and mathematics learning: A meta-analysis in early childhood

Advances in Psychological Science ◽

10.3724/sp.j.1042.2016.01556 ◽

2016 ◽

Vol 24 (10) ◽

pp. 1556

Author(s):

Li LI ◽

Xin ZHOU ◽

Liping GUO

Keyword(s):

Working Memory ◽

Early Childhood ◽

Meta Analysis ◽

Mathematics Learning ◽

And Mathematics

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CERME7 Working Group 9: Language and mathematics

Research in Mathematics Education ◽

10.1080/14794802.2012.694290 ◽

2012 ◽

Vol 14 (2) ◽

pp. 201-202

Author(s):

Maria Luiza Cestari ◽

Alain Mercier ◽

Pier Luigi Ferrari ◽

Konstantinos Tatsis

Keyword(s):

Working Group ◽

Language And Mathematics ◽

And Mathematics

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Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

Jurnal Penelitian Pembelajaran Fisika ◽

10.24036/jppf.v7i1.111853 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Nurul Izzah ◽

Venny Mulyana

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Stem Education ◽

Meta Analysis ◽

Student Learning Outcomes ◽

Learning Model ◽

Project Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

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Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2019/v31i430159 ◽

2019 ◽

pp. 1-10

Author(s):

Mahama, Inuusah ◽

Kwaw, Regine ◽

Mensah, Kwame Jonathan ◽

Acheampong, Ebenezer ◽

Marfo, Richard

Keyword(s):

Academic Performance ◽

High School Students ◽

Junior High School ◽

Creative Thinking ◽

English Language ◽

Language And Mathematics ◽

And Mathematics ◽

The Relationship ◽

Moderating Role

Aims: This study sought to explore the moderating role of gender in the relationship between creative thinking and academic performance in English Language and Mathematics among Junior High School students in the Aboom Circuit, Cape Coast. Study Design: The design for the study is correlational espousing the quantitative approach. The study was guided by two research hypotheses, which were tested using Pearson Product-Moment Correlation and Andrew F. Hayes Moderation Process. The instruments for the data collection were Kumar, Kemmler and Holman (1997) Creativity Styles Questionnaire-Revised (CSQ-R) and standardised-type test developed by experts in the various subject areas. Results: The study revealed significant relationship between creative thinking and academic performance of students (English Language: r=.432, n=140, p=0.05, p=.003, 2-tailed; Mathematics: r=.401, n=140 p=0.05, p=0.000, 2-talied). The study further revealed that gender moderated significantly in the relationship between creativity and academic performance (English Language: b=-.276, t=-2.398, CI= -.485, -.088; Mathematics: b=-.300, t=-2.198, CI= -.564, -.070). As such, male respondents had higher creative thinking effect in English Language and Mathematics than female respondents (b=.371, t=4.608, CI [.212, .530; b=.219, t=2.286, CI [.030, .407]). Conclusion: Creative thinking indeed relates to performance, as such, it was recommended that creative thinking should be nurtured among all students in J.H.S. In addition, stakeholders in education should consider including creative thinking in the curriculum and pay special attention to nurturing creative think in female students so that they could match up with their male counterparts.

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