Effectiveness of learning strategy instruction on academic performance: A meta-analysis

Most of the learning institutions even before the global pandemic are using a blended learning strategy. One of the most promising and leading blended-strategy today is the Flipped Classroom Model (FCM). FCM, often called as inverted classroom or reversed instruction, is a teaching model where the content of the study is given outside the classroom and homework is done inside the classroom. Previous researches yields different results when FCM is compared with traditional learning in enhancing students’ academic performance. To address the problem, a meta-analysis has been conducted. In this study, 15 articles were chosen to be meta-analyzed. The researchers used the PRISMA model in conducting the meta-analysis and the Meta-essentials for data analysis. The analysis yields a p-value of 0.000 which means that there is a statistical significant effect by the intervention FCM to the academic performance of the students. The hedges’ g value of 0.93 has a verbal interpretation of large effect. Through subgroup analysis, it was found that FCM has a positive effect on the academic performance of the students in the subjects Physics and Mathematics with a p value of 0.000. This is also true in the subgroup, Geographical Location (Eastern and Western Countries), that yields a p-value of 0.000. Further, a moderator analysis on class size and intervention duration was also conducted. A significant p-value was found on the moderator implementation duration but not significant in the moderator class size. The analysis favors the longitudinal use of Flipped Classroom Model on enhancing student’s academic performance over Traditional Lecture Model in the subjects Physics and Mathematics regardless the class size of the students and the regions where the studies were conducted.

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Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

Review of Educational Research ◽

10.3102/0034654316689135 ◽

2017 ◽

Vol 87 (3) ◽

pp. 544-582 ◽

Cited By ~ 14

Author(s):

Yuliya Ardasheva ◽

Zhe Wang ◽

Olusola O. Adesope ◽

Jeffrey C. Valentine

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategy ◽

Meta Analysis ◽

Strategy Instruction ◽

Self Regulated Learning ◽

Language Learning Strategy ◽

Learning Domains ◽

Regulated Learning ◽

Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

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Supplemental Material for Calibrating Calibration: A Meta-Analysis of Learning Strategy Instruction Interventions to Improve Metacognitive Monitoring Accuracy

Journal of Educational Psychology ◽

10.1037/edu0000674.supp ◽

2021 ◽

Keyword(s):

Learning Strategy ◽

Meta Analysis ◽

Strategy Instruction ◽

Metacognitive Monitoring ◽

Monitoring Accuracy

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“The Effect of Self-Regulated Learning Strategy Instruction on the Reading Comprehension of L2 Learners”

The Journal of Linguistics Science ◽

10.21296/jls.2018.12.87.587 ◽

2018 ◽

Vol 87 ◽

pp. 587-615

Author(s):

Yongkyun Joo ◽

Unkyoung Maeng

Keyword(s):

Reading Comprehension ◽

Learning Strategy ◽

Strategy Instruction ◽

Self Regulated Learning ◽

Regulated Learning ◽

L2 Learners

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Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

Sustainability ◽

10.3390/su13042247 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2247 ◽

Cited By ~ 1

Author(s):

Ana Manzano-León ◽

Pablo Camacho-Lazarraga ◽

Miguel A. Guerrero ◽

Laura Guerrero-Puerta ◽

José M. Aguilar-Parra ◽

...

Keyword(s):

Systematic Review ◽

Academic Performance ◽

Game Design ◽

Learning Strategy ◽

Experimental Studies ◽

Quasi Experimental ◽

Current Lines ◽

Meta Analyses ◽

Game Elements ◽

The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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