scholarly journals Effectiveness of the argumentation method: A meta-analysis

2015 ◽  
Vol 12 (2) ◽  
pp. 1881
Author(s):  
Arif Çömek ◽  
Hakan Sarıçayır ◽  
Yavuz Erdoğan
Keyword(s):  
Academic Achievement ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Traditional Education ◽  
Database Searching ◽  
Access To Information ◽  
Electronic Database ◽  
Calculated Effect ◽  
Ease Of Access ◽  
Positive Effect

<p>In this age of rapidly developing science and technology and with all the ease of access to information regardless of time and location, it is an indispensable component of every country’s educational policy to educate individuals who can think, defend their ideas and make innovations. The purpose of this research is to determine the effect of the argumentation method on the students’ academic achievement. To achieve this purposes, Meta-analysis, also known as the analysis of other analyses, is employed in this study. All the experimental studies in Turkey have been reviewed and examined by means of national and international electronic database searching for this research, and 25 of them have been found to meet our criteria so that we could examine them through meta-analysis. As a result of these analyses, calculated effect size is found to be large. Consequently, the argumentation method has been determined to have a significantly positive effect on the academic achievement (ES=0,997; p&lt;0,05). Considering the population of Turkey, this result indicates that the argumentation method proves itself to be more effective on students' academic achievement than the traditional education.</p>

scholarly journals The Effect of Smart Board Use on Academic Achievement: A Meta-Analytical and Thematic Study

2020 ◽  
Vol 8 (3) ◽  
pp. 261 ◽  
Author(s):  
Hüseyin Akar
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
School Level ◽  
Educational Game ◽  
Auditory Learning ◽  
Smart Board ◽  
Calculated Effect ◽  
Smart Boards

The aim of this study is to examine the effect of smart board use on academic achievement. For this purpose, mixed method where quantitative and qualitative methods are combined is used. In the quantitative phase of the research, 47 experimental studies examining the effect of smart board use on academic achievement, which were accessed by the literature review and conformed to the inclusion criteria determined by the researcher, were analyzed according to random effects model using meta-analysis method. As a result of the analysis, it was found that the effect size of smart board use on academic achievement was positive, large, and significant (ES(d) = .94, p ˂ .05). The calculated effect size does not differ according to the type of publication, school level, and field of science (course), publication year, sample size and duration of experiment implementation. The data collected in the qualitative phase of the research were analyzed using descriptive and content analysis methods. The following results were obtained under the theme of the positive aspects of smart board use: "it provides permanent learning", "supports visual and auditory learning", "makes topics more concrete". The following results were obtained under the theme of the negative aspects of smart board use: "teachers' inability to use the smart board leads to a waste of time and disrupt the course", "teachers can be overshadowed by the smart board", "smart board makes the student and teacher lazy, and they get used to smart board doing everything". The following results were obtained under the theme of suggestions: "teachers should be trained on smart board use", "different functions should be used besides presentation (video, sound, educational game, animation etc.)", "smart boards should not be used all the time, only when necessary".

scholarly journals Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090169 ◽  
Author(s):  
Daibao Guo ◽  
Shuai Zhang ◽  
Katherine Landau Wright ◽  
Erin M. McTigue
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Significant Difference ◽  
Flow Diagrams ◽  
Positive Effect ◽  
Mixed Format

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

The Effects of Using Colored Paper to Boost Response-Rates to Surveys and Questionnaires

2003 ◽  
Vol 33 (1) ◽  
pp. 29-40 ◽  
Author(s):  
James Hartley ◽  
Andrew Rutherford
Keyword(s):  
Surveys And Questionnaires ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Response Rates ◽  
Colored Paper ◽  
Positive Effect

Many people have speculated over the last 80 years or so about the possibilities of using colored paper to boost response-rates to surveys and questionnaires, and several studies have been carried out. Most of these enquiries report no significant effects from using colored paper, although there have been some exceptions. In this investigation we pooled together the results from all of the experimental studies known to us on the topic and we carried out a meta-analysis to see if there might be a positive effect for colored paper overall. The results indicated that this was not the case, for we found no significant differences between the response rates to white and to colored paper in general. However, when we considered separately the most common colors used, it appeared that pink paper had the greatest effect.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals The Effect of Simulation Technique on Academic Achievement: A Meta-Analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 17-36
Author(s):  
Tarik Talan
Keyword(s):  
Academic Achievement ◽  
Publication Bias ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Subject Area ◽  
Simulation Technique ◽  
Bias Analysis ◽  
Analysis Study ◽  
The Mean ◽  
The Impact

This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.

scholarly journals The effect of mobile and information technologies on the language development design of preschool children: a meta-analysis and meta-synthesis study

2021 ◽  
Vol 27 (5) ◽  
pp. 498-523
Author(s):  
Duygu Mavi ◽  
Filiz Erbay
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Information Technologies ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Preschool Period ◽  
Supported Education ◽  
Different Cultures ◽  
Positive Effect

This study aims to reveal the effect of mobile and information technologies (IT) supported education on the language development design of children, in different cultures in the preschool period, using the methods of meta-analysis and meta-synthesis. Fifteen (15) studies were examined in the meta-synthesis and 22 reviews in the meta-analysis. The studies reviewed in the meta-synthesis were subjected to content analysis, and codes were grouped under six themes. Taking into account the effect sizes reported in the experimental studies in the meta- analysis, the total effect size was calculated by using Comprehensive Meta-Analysis. The analysis revealed that mobile and IT supported education had a high positive effect on the language development of preschool children in different cultures.

scholarly journals The Effectiveness of Aromatherapy in Reducing Pain: A Systematic Review and Meta-Analysis

2016 ◽  
Vol 2016 ◽  
pp. 1-13 ◽  
Author(s):  
Shaheen E. Lakhan ◽  
Heather Sheafer ◽  
Deborah Tepper
Keyword(s):  
Olfactory System ◽  
Recent Literature ◽  
Meta Analysis ◽  
Database Search ◽  
Significant Positive Effect ◽  
Electronic Database ◽  
Analog Scale ◽  
Electronic Database Search ◽  
Secondary Analyses ◽  
Positive Effect

Background. Aromatherapy refers to the medicinal or therapeutic use of essential oils absorbed through the skin or olfactory system. Recent literature has examined the effectiveness of aromatherapy in treating pain. Methods. 12 studies examining the use of aromatherapy for pain management were identified through an electronic database search. A meta-analysis was performed to determine the effects of aromatherapy on pain. Results. There is a significant positive effect of aromatherapy (compared to placebo or treatments as usual controls) in reducing pain reported on a visual analog scale (SMD = −1.18, 95% CI: −1.33, −1.03; p<0.0001). Secondary analyses found that aromatherapy is more consistent for treating nociceptive (SMD = −1.57, 95% CI: −1.76, −1.39, p<0.0001) and acute pain (SMD = −1.58, 95% CI: −1.75, −1.40, p<0.0001) than inflammatory (SMD = −0.53, 95% CI: −0.77, −0.29, p<0.0001) and chronic pain (SMD = −0.22, 95% CI: −0.49, 0.05, p=0.001), respectively. Based on the available research, aromatherapy is most effective in treating postoperative pain (SMD = −1.79, 95% CI: −2.08, −1.51, p<0.0001) and obstetrical and gynecological pain (SMD = −1.14, 95% CI: −2.10, −0.19, p<0.0001). Conclusion. The findings of this study indicate that aromatherapy can successfully treat pain when combined with conventional treatments.

scholarly journals Cognitive and academic benefits of music training with children: A multilevel meta-analysis

2020 ◽  
Author(s):  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Academic Achievement ◽  
Cognitive Skills ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Random Allocation ◽  
Cross Sectional ◽  
Music Training ◽  
Academic Benefits ◽  
Analytic Review ◽  
And Mathematics

Music training has repeatedly been claimed to positively impact children’s cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even general intelligence. The present meta-analytic review (N = 6,984, k = 254, m = 54) shows that this belief is incorrect. Once the quality of study design is controlled for, the overall effect of music training programs is null (g ̅ ≈ 0) and highly consistent across studies (τ2 ≈ 0). Results of Bayesian analyses employing distributional assumptions (informative priors) derived from previous research in cognitive training corroborate these conclusions. Small statistically significant overall effects are obtained only in those studies implementing no random allocation of participants and employing non-active controls (g ̅ ≈ 0.200, p &lt; .001). Interestingly, music training is ineffective regardless of the type of outcome measure (e.g., verbal, non-verbal, speed-related, etc.), participants’ age, and duration of training. Furthermore, we note that, beyond meta-analysis of experimental studies, a considerable amount of cross-sectional evidence indicates that engagement in music has no impact on people’s non-music cognitive skills or academic achievement. We conclude that researchers’ optimism about the benefits of music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly, confirmation bias.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hafize Er Turkuresin ◽  
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Author(s):  
Hafize Er Turkuresin
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

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