scholarly journals A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

2017 ◽  
Vol 5 (3) ◽  
pp. 53 ◽  
Author(s):  
Faysal Özdas ◽  
Veli Batdi
Keyword(s):  
Academic Success ◽  
Creative Writing ◽  
Effect Size ◽  
Creative Thinking ◽  
High Reliability ◽  
Meta Analysis ◽  
Analytic Study ◽  
Inclusion Criteria ◽  
Learning Retention ◽  
Fail Safe

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Yunita Yunita ◽  
Dadang Juandi ◽  
Maximus Tamur ◽  
Angela Merici G Adem ◽  
Jerito Pereira
Keyword(s):  
Effect Size ◽  
Treatment Duration ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Size Variation ◽  
Analysis Data ◽  
Length Of Treatment ◽  
Effect Size Index

[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical  thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis  

Meta-analysis of the impacts of water management on aquatic communities

2008 ◽  
Vol 65 (3) ◽  
pp. 437-447 ◽  
Author(s):  
Tim J Haxton ◽  
C Scott Findlay
Keyword(s):  
Water Management ◽  
Confidence Intervals ◽  
Effect Size ◽  
Meta Analysis ◽  
Ecological Impacts ◽  
Aquatic Communities ◽  
Flow Modification ◽  
Meta Analyses ◽  
Fail Safe ◽  
Habitat Generalists

Systematic meta-analyses were conducted on the ecological impacts of water management, including effects of (i) dewatering on macroinvertebrates, (ii) a hypolimnetic release on downstream aquatic fish and macro invertebrate communities, and (iii) flow modification on fluvial and habitat generalists. Our meta-analysis indicates, in general, that (i) macroinvertebrate abundance is lower in zones or areas that have been dewatered as a result of water fluctuations or low flows (overall effect size, –1.64; 95% confidence intervals (CIs), –2.51, –0.77), (ii) hypolimnetic draws are associated with reduced abundance of aquatic (fish and macroinvertebrates) communities (overall effect size, –0.84; 95% CIs, –1.38, –0.33) and macroinvertebrates (overall effect size, –0.73; 95% CIs, –1.24, –0.22) downstream of a dam, and (iii) altered flows are associated with reduced abundance of fluvial specialists (–0.42; 95% CIs, –0.81, –0.02) but not habitat generalists (overall effect size, –0.14; 95% CIs, –0.61, 0.32). Publication bias is evident in several of the meta-analyses; however, multiple experiments from a single study may be contributing to this bias. Fail-safe Ns suggest that many (>100) studies showing positive or no effects of water management on the selected endpoints would be required to qualitatively change the results of the meta-analysis, which in turn suggests that the conclusions are reasonably robust.

The effectiveness of the loci method as a mnemonic device: Meta-analysis

2021 ◽  
pp. 174702182199345
Author(s):  
Conal Twomey ◽  
Meike Kroneisen
Keyword(s):  
Academic Success ◽  
Effect Size ◽  
Random Sequence ◽  
Meta Analysis ◽  
Allocation Concealment ◽  
Medium Effect ◽  
Mnemonic Device ◽  
Random Sequence Generation ◽  
Randomised Controlled ◽  
The Impact

The “loci method” is a popular mnemonic device that involves visualising and recalling items at specific points along a familiar route. The loci method has been used for thousands of years, and by many successful memory athletes; yet there have been relatively few educational and clinical applications, possibly owing to empirical uncertainty. The current meta-analysis of 13 randomised controlled trials (RCTs) mostly based in university settings demonstrated the effectiveness of the loci method as a mnemonic device, with a medium effect size ( g = 0.65, 95% confidence interval [CI] = [0.45, 0.85]; I2 = 45.5%). The effect size remained at similar levels in further analyses adjusting for publication bias, the impact of removing each study, setting, control conditions, outliers, and number of loci method sessions. High risk of experimental bias was indicated, however, as the vast majority of studies did not report procedures to minimise biases relating to random sequence generation and allocation concealment. Overall, this meta-analysis of predominantly university-based RCTs has provided good initial support for the loci method as a mnemonic device and this may encourage future investigations and applications, particularly in educational settings, where it has the potential to improve recall of information relevant to academic success.

scholarly journals The Relationship between Music and Food Intake: A Systematic Review and Meta-Analysis

Nutrients ◽  
2021 ◽  
Vol 13 (8) ◽  
pp. 2571
Author(s):  
Tianxiang Cui ◽  
Jiaxuan Xi ◽  
Chanyuan Tang ◽  
Jianwen Song ◽  
Jinbo He ◽  
...  
Keyword(s):  
Systematic Review ◽  
Food Intake ◽  
Effect Size ◽  
Web Of Science ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Inclusion Criteria ◽  
Positive Effects ◽  
Small Effect Size ◽  
The Relationship

Food intake has been shown to be related to several environmental factors including the presence of music. However, previous findings of the relationship between music and food intake are inconsistent. In the present study, a systematic review and meta-analysis was conducted to quantitatively review the extent to which music is associated with food intake as well as to investigate potential moderators that might have contributed to the heterogeneity of the existing findings. Literature was searched on four databases (i.e., PsycINFO, Web of Science, PubMed, and ProQuest Dissertations and Theses) and Google Scholar. Nine articles published from 1989 to 2020 met our inclusion criteria. A meta-analysis was carried out via a three-level random-effects model. The overall effect size (i.e., Hedges’ g) was 0.19 (95% Confidence Interval: −0.003, 0.386; SE = 0.10, t = 1.99, p = 0.054), indicating a marginally significant but small effect size. Body Mass Index (F(1, 21) = 5.11, p = 0.035) was found to significantly contribute to the heterogeneity of effect sizes, with larger positive effects of music on food intake for individuals with higher BMI. However, music-related features did not significantly moderate the relationship between music and food intake. More experimental studies are needed to update the current meta-analysis and get a better understanding of this topic.

scholarly journals The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study

2018 ◽  
Vol 6 (4) ◽  
pp. 63 ◽  
Author(s):  
Özgür Ulubey
Keyword(s):  
Effect Size ◽  
Web Of Science ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Random Effects Model ◽  
Creative Drama ◽  
Inclusion Criteria ◽  
Publication Type ◽  
Moderator Variables ◽  
Data Source

The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master’s and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students’ skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills.

scholarly journals A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention

2020 ◽  
Vol 10 (2) ◽  
pp. 265-284
Author(s):  
Alacapınar Gülderen ◽  
Hatice Uysal
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Models ◽  
Control Group ◽  
Creative Drama ◽  
Control Group Design ◽  
Affective Attitude ◽  
Primary And Secondary School

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

scholarly journals A Meta-Analysis of News Media’s Public Agenda-Setting Effects, 1972-2015

2018 ◽  
Vol 96 (1) ◽  
pp. 150-172 ◽  
Author(s):  
Yunjuan Luo ◽  
Hansel Burley ◽  
Alexander Moe ◽  
Mingxiao Sui
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Effect Size ◽  
Agenda Setting ◽  
Meta Analysis ◽  
Inclusion Criteria ◽  
Public Agenda ◽  
The Mean

This study used rigorous meta-analytic approaches to analyze empirical agenda-setting studies published from 1972 to 2015, and 67 studies that met the inclusion criteria for analysis produced a moderate grand mean effect size of 0.487. A multiple regression analysis revealed one most notable predictor that classified the basis for the study correlation as either content categories or survey participants. A multiple regression of a subgroup using content categories produced homogeneity. The mean effect size for these studies was 0.51. This is an indication of consistency in findings across agenda-setting studies and the presence of strong news media’s public agenda-setting effects.

Steep discounting of delayed monetary and food rewards in obesity: a meta-analysis

2016 ◽  
Vol 46 (11) ◽  
pp. 2423-2434 ◽  
Author(s):  
M. Amlung ◽  
T. Petker ◽  
J. Jackson ◽  
I. Balodis ◽  
J. MacKillop
Keyword(s):  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Case Control ◽  
Medium Effect ◽  
Primary Analysis ◽  
Medium Effect Size ◽  
Meta Regression ◽  
Fail Safe ◽  
The Relationship

BackgroundAn increasing number of studies have investigated delay discounting (DD) in relation to obesity, but with mixed findings. This meta-analysis synthesized the literature on the relationship between monetary and food DD and obesity, with three objectives: (1) to characterize the relationship between DD and obesity in both case–control comparisons and continuous designs; (2) to examine potential moderators, including case–control v. continuous design, money v. food rewards, sample sex distribution, and sample age (<18 v. >18 years); and (3) to evaluate publication bias.MethodFrom 134 candidate articles, 39 independent investigations yielded 29 case–control and 30 continuous comparisons (total n = 10 278). Random-effects meta-analysis was conducted using Cohen's d as the effect size. Publication bias was evaluated using fail-safe N, Begg–Mazumdar and Egger tests, meta-regression of publication year and effect size, and imputation of missing studies.ResultsThe primary analysis revealed a medium effect size across studies that was highly statistically significant (d = 0.43, p < 10−14). None of the moderators examined yielded statistically significant differences, although notably larger effect sizes were found for studies with case–control designs, food rewards and child/adolescent samples. Limited evidence of publication bias was present, although the Begg–Mazumdar test and meta-regression suggested a slightly diminishing effect size over time.ConclusionsSteep DD of food and money appears to be a robust feature of obesity that is relatively consistent across the DD assessment methodologies and study designs examined. These findings are discussed in the context of research on DD in drug addiction, the neural bases of DD in obesity, and potential clinical applications.

Tracking Cognitive Decline in Alzheimer's Disease Using the Mini-Mental State Examination: A Meta-Analysis

2000 ◽  
Vol 12 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Ling Han ◽  
Martin Cole ◽  
Francois Bellavance ◽  
Jane McCusker ◽  
Francois Primeau
Keyword(s):  
Longitudinal Study ◽  
Cognitive Decline ◽  
Effect Size ◽  
Mini Mental State Examination ◽  
Mmse Score ◽  
Meta Analysis ◽  
Population Characteristics ◽  
Inclusion Criteria ◽  
Study Population ◽  
State Examination

Objectives: To estimate the annual rate of change scores (ARC) on the Mini-Mental State Examination (MMSE) in Alzheimer's disease (AD) and to identify study or population characteristics that may affect the ARC estimation. Methods: MEDLINE was searched for articles published from January 1981 to November 1997 using the following keywords: AD and longitudinal study or prognosis or cognitive decline. The bibliographies of review articles and relevant papers were searched for additional references. All retrieved articles were screened to meet the following inclusion criteria: (a) original study; (b) addressed cognitive decline or prognosis or course of AD; (c) published in English; (d) study population included AD patients with ascertainable sample size; (e) used either clinical or pathological diagnostic criteria; (f) longitudinal study design; and (g) used the MMSE as one of the outcome measures. Data were systematically abstracted from the included studies, and a random effects regression model was employed to synthesize relevant data across studies and to evaluate the effects of study methodology on ARC estimation and its effect size. Results: Of the 439 studies screened, 43 met all the inclusion criteria. After 6 studies with inadequate or overlapping data were excluded, 37 studies involving 3,492 AD patients followed over an average of 2 years were included in the meta-analysis. The pooled estimate of ARC was 3.3 (95% confidence interval [CI]: 2.9-3.7). The observed variability in ARC across studies could not be explained with the covariates we studied, whereas part of the variability in the effect size of ARC could be explained by the minimum MMSE score at entry and number of assessments. Conclusions: A pooled average estimate of ARC in AD patients was 3.3 points (95% CI: 2.9-3.7) on the MMSE. Significant heterogeneity of ARC estimates existed across the studies and cannot be explained by the study or population characteristics investigated. Effect size of ARC was related to the initial MMSE score of the study population and the number of assessments.

scholarly journals Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis studyGerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması

2015 ◽  
Vol 12 (2) ◽  
pp. 187 ◽  
Author(s):  
Abdullah Kaplan ◽  
Murat Duran ◽  
Muhammet Doruk ◽  
Mesut Öztürk
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Study Process ◽  
Fail Safe

<p>The purpose of this research is to determine the overall effect of instruction based on realistic mathematics education on mathematics achievement. The Meta-Analysis method recently increased in popularity in the field of educational science is used to accomplish this goal. Some criterions have been put in the determination of the study included in the survey and 12 national thesis in accordance with these criterions constituted the sample of this study. Process effectiveness method of meta-analysis is used in the analysis of data and Hedges’s g is used in the calculation of effect size of the study. At the end of the study, realistic mathematics education has an overall, positive and moderate effect on the mathematics achievement (Q = 16.406; p = 0.127). Howewer, the distribution of the effect sizes of the studies included in the survey are found to be homogeneous. At the end of the Z test carried out for the purpose of statistical significance, the value of effect size is observed statistically significant (Z = 7.966; p &lt;0.05). The number of error protection is calculated 91 study to determine the publication bias of the study according to Orwin’s method. According to Orwin’s Fail Safe-N, the research could not have publication bias.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı gerçekçi matematik eğitiminin matematik başarısı üzerindeki genel etkisini belirlemektir. Bu amacı gerçekleştirmek için eğitim bilimleri alanında yakın zamanda popülerliği artan meta-analiz yöntemi kullanılmıştır. Araştırmaya dâhil edilecek çalışmaların belirlenmesinde bazı kriterler belirlenmiş ve bu kriterlere uygun olan 12 ulusal tez bu araştırmanın örneklemini oluşturmuştur. Verilerin analizinde işlem etkililiği meta analizi yöntemi kullanılmış olup araştırmaların etki büyüklüklerinin hesaplanmasında Hedges’s g kullanılmıştır. Araştırma sonucunda gerçekçi matematik eğitiminin matematik başarısı üzerinde genel olarak, pozitif yönde ve orta düzeyde (Q= 16.406; p= 0.127) etkiye sahip olduğu ve araştırmaya dâhil edilen çalışmaların etki büyüklükleri dağılımının homojen olduğu görülmüştür. İstatistiksel anlamlılık amacıyla yapılan Z testi sonunda etki büyüklüğü değerinin istatistiksel olarak anlamlı olduğu görülmüştür (Z=7.966; p&lt;0.05). Araştırmanın yayın yanlılığını test etmek amacıyla Orwin’in yöntemine göre hata koruma sayısı 91 hesaplanmıştır. Bulunan bu değere göre çalışmanın yayın yanlılığına sahip olmadığı söylenebilir.</p>

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