scholarly journals Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110041
Author(s):  
James Kim ◽  
Joshua Gilbert ◽  
Qun Yu ◽  
Charles Gale
Keyword(s):  
Treatment Effects ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Weighted Effect Size ◽  
Quasi Experimental ◽  
Meta Regression ◽  
Grade 3 ◽  
Children's Literacy ◽  
Teachers And Parents

Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random effects meta-regression with robust variance estimation, we summarized the overall impact of educational apps and examined potential moderator effects. First, results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy. Second, the positive overall effect masks substantial variability in app effectiveness, as meta-regression analyses revealed three significant moderators of treatment effects. Treatment effects were larger for studies involving preschool rather than K–3 students, for studies using researcher-developed rather than standardized outcomes, and for studies measuring constrained rather than unconstrained skills.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

2020 ◽  
pp. 001440292096918
Author(s):  
Asha K. Jitendra ◽  
Ahmed Alghamdi ◽  
Rebecca Edmunds ◽  
Nicole M. McKevett ◽  
John Mouanoutoua ◽  
...  
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Tier 2 ◽  
Mathematics Interventions ◽  
Treatment Groups ◽  
Tier 2 Interventions ◽  
Mathematics Difficulties ◽  
Quasi Experimental

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.

scholarly journals Uptake of referrals for women with positive perinatal depression screening results and the effectiveness of interventions to increase uptake: a systematic review and meta-analysis

2020 ◽  
Vol 29 ◽  
Author(s):  
WQ Xue ◽  
KK Cheng ◽  
D Xu ◽  
X Jin ◽  
WJ Gong
Keyword(s):  
Uptake Rate ◽  
Observational Studies ◽  
Perinatal Depression ◽  
Meta Analysis ◽  
Depression Screening ◽  
Site Assessment ◽  
Uptake Rates ◽  
Subgroup Analyses ◽  
Quasi Experimental ◽  
Meta Regression

Abstract Aims Perinatal depression threatens the health of maternal women and their offspring. Although screening programs for perinatal depression exist, non-uptake of referral to further mental health care after screening reduces the utility of these programs. Uptake rates among women with positive screening varied widely across studies and little is known about how to improve the uptake rate. This study aimed to systematically review the available evidence on uptake rates, estimate the pooled rate, identify interventions to improve uptake of referral and explore the effectiveness of those interventions. Methods This systematic review has been registered in PROSPERO (registration number: CRD42019138095). We searched Pubmed, Web of Science, Cochrane Library, Ovid, Embase, CNKI, Wanfang Database and VIP Databases from database inception to January 13, 2019 and scanned reference lists of relevant researches for studies published in English or Chinese. Studies providing information on uptake rate and/or effectiveness of interventions on uptake of referral were eligible for inclusion. Studies were excluded if they did not report the details of the referral process or did not provide exact uptake rate. Data provided by observational studies and quasi-experimental studies were used to estimate the pooled uptake rate through meta-analysis. We also performed meta-regression and subgroup analyses to explore the potential source of heterogeneity. To evaluate the effectiveness of interventions, we conducted descriptive analyses instead of meta-analyses since there was only one randomised controlled trial (RCT). Results Of 2302 records identified, 41 studies were eligible for inclusion, including 39 observational studies (n = 9337), one quasi-experimental study (n = 43) and one RCT (n = 555). All but two studies were conducted in high-income countries. The uptake rates reported by included studies varied widely and the pooled uptake rate of referral was 43% (95% confidence intervals [CI] 35–50%) by a random-effect model. Meta-regression and subgroup analyses both showed that referral to on-site assessment or treatment (60%, 95% CI 51–69%) had a significantly higher uptake rate than referral to mental health service (32%, 95% CI 23–41%) (odds ratio 1.31, 95% CI 1.13–1.52). The included RCT showed that the referral intervention significantly improved the uptake rate (p ＜ 0.01). Conclusions Almost three-fifths of women with positive screening results do not take up the referral offers after perinatal depression screening. Referral to on-site assessment and treatment may improve uptake of referral, but the quality of evidence on interventions to increase uptake was weak. More robust studies are needed, especially in low-and middle-income countries.

scholarly journals The Effectiveness of Digital Interventions for Psychological Well-Being in the Workplace: A Systematic Review Protocol

2019 ◽  
Vol 17 (1) ◽  
pp. 255 ◽  
Author(s):  
Maria Armaou ◽  
Stathis Konstantinidis ◽  
Holly Blake
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Well Being ◽  
Psychological Well Being ◽  
Scientific Databases ◽  
Digital Interventions ◽  
Quasi Experimental ◽  
Review Protocol ◽  
Mental Well Being

Objective: Psychological well-being has been associated with desirable individual and organisational outcomes. This systematic review aims to assess the effectiveness of digital interventions for the improvement of psychological well-being and/or the prevention/management of poor mental well-being in the workplace. Methods: This review protocol is registered in PROSPERO (CRD42019142428). Scientific databases including MEDLINE, Web of Science, CINAHL, PsycINFO, Cochrane Register of Controlled Trials (CENTRAL) and EMBASE will be searched for relevant studies published between January 1990 and July 2019. Studies will be included if they report specific primary and secondary outcomes of digital interventions delivered to adults in the workplace for the improvement of their psychological wellbeing and/or the prevention/management of poor mental well-being and were published in English. Following screening of titles and abstracts, full texts of potentially eligible papers will be screened in duplicate to identify studies that assess the effectiveness of those digital interventions. Discrepancies will be resolved through consensus or by consulting a third reviewer. An integrated narrative synthesis will assess included studies’ findings, and a meta-analysis will be performed if included studies appear to be homogeneous. The “Cochrane Collaboration’s Risk of Bias” tool and the JBI (Joanna Briggs Institute) Critical Appraisal Checklist for Quasi-Experimental Studies will be used to appraise included studies. Conclusion: The results of this work will provide recommendations on the use of digital interventions for the promotion of psychological well-being at work. It will also guide the development of future workplace digital interventions and subsequent primary research in this field.

scholarly journals Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

2020 ◽  
Author(s):  
Sog Yee Mok ◽  
Fritz C. Staub
Keyword(s):  
Cognitive Modeling ◽  
Cooperating Teachers ◽  
Meta Analysis ◽  
Lesson Planning ◽  
Experimental Studies ◽  
Control Group ◽  
Control Group Design ◽  
Instructional Skills ◽  
Quasi Experimental ◽  
Significant Moderator

During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs’ instructional skills during the practicum. We conducted a meta-analysis based on quasi-experimental and experimental control group design studies. The results showed a small and significant overall effect on instructional skills (d = .41). Cooperating teachers’ or supervisors’ cognitive modeling (i.e., making cognitive processes explicit in demonstrating teaching-related practices) of lesson planning and teaching practices based on the cognitive apprenticeship framework was a significant moderator (d = .89).

scholarly journals Meta-Analysis with Robust Variance Estimation: Expanding the Range of Working Models

2020 ◽  
Author(s):  
James E Pustejovsky ◽  
Elizabeth Tipton
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Estimation Methods ◽  
Single Type ◽  
Dependence Structure ◽  
Dependent Effect ◽  
Working Models ◽  
Robust Variance ◽  
Robust Variance Estimation ◽  
Meta Regression

In prevention science and related fields, large meta-analyses are common, and these analyses often involve dependent effect size estimates. Robust variance estimation (RVE) methods provide a way to include all dependent effect sizes in a single meta-regression model, even when the nature of the dependence is unknown. RVE uses a working model of the dependence structure, but the two currently available working models are limited to each describing a single type of dependence. Drawing on flexible tools from multivariate meta-analysis, this paper describes an expanded range of working models, along with accompanying estimation methods, which offer benefits in terms of better capturing the types of data structures that occur in practice and improving the efficiency of meta-regression estimates. We describe how the methods can be implemented using existing software (the ‘metafor’ and ‘clubSandwich’ packages for R) and illustrate the approach in a meta-analysis of randomized trials examining the effects of brief alcohol interventions for adolescents and young adults.

scholarly journals Fatigue self-management led by occupational therapists and/or physiotherapists for chronic conditions: A systematic review and meta-analysis

2021 ◽  
pp. 174239532110397
Author(s):  
Sungha Kim ◽  
Ying Xu ◽  
Kelly Dore ◽  
Rebecca Gewurtz ◽  
Nadine Larivière ◽  
...  
Keyword(s):  
Confidence Interval ◽  
Chronic Conditions ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Occupational Therapists ◽  
Behavioural Therapy ◽  
Mean Difference ◽  
Self Management ◽  
Management Interventions ◽  
Quasi Experimental

Objective The aim of this study was to investigate the effectiveness of occupational therapist-/physiotherapist-guided fatigue self-management for individuals with chronic conditions. Methods Eight databases, including MEDLINE and EMBASE, were searched until September 2019 to identify relevant studies. Randomised controlled trials and quasi-experimental studies of self-management interventions specifically developed or delivered by occupational therapists/physiotherapists to improve fatigue symptoms of individuals with chronic conditions were included. A narrative synthesis and meta-analysis were conducted to determine the effectiveness of fatigue self-management. Results Thirty-eight studies were included, and fatigue self-management approaches led by occupational therapists/physiotherapists were divided into six categories based on the intervention focus: exercise, energy conservation, multimodal programmes, activity pacing, cognitive-behavioural therapy, and comprehensive fatigue management. While all exercise programmes reported significant improvement in fatigue, other categories showed both significant improvement and no improvement in fatigue. Meta-analysis yielded a standardised mean difference of the overall 13 studies: 0.42 (95% confidence interval:−0.62 to − 0.21); standardised mean difference of the seven exercise studies was −0.55 (95% confidence interval: −0.78 to −0.31). Discussion Physical exercises inspired by the self-management principles may have positive impacts on fatigue symptoms, quality of life, and other functional abilities.

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.

Differentiated Literacy Instruction: Boondoggle or Best Practice?

2020 ◽  
Vol 90 (4) ◽  
pp. 459-498
Author(s):  
Kelly Puzio ◽  
Glenn T. Colby ◽  
Dana Algeo-Nichols
Keyword(s):  
General Education ◽  
Literacy Instruction ◽  
Best Practice ◽  
Word Reading ◽  
Classroom Teacher ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Letter Word ◽  
Quasi Experimental ◽  
The Individual

With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p < .001). The most successful programs took very different approaches to differentiation, including individualization, choice, and an alternate curriculum. However, across the studies, there was an alarming lack of information about the decision-making processes used to guide differentiation and there were no experimental or quasi-experimental studies on guided reading. This review may be helpful as schools clarify their vision for literacy differentiation.

scholarly journals Impact of improved cookstoves on women’s and child health in low and middle income countries: a systematic review and meta-analysis

Thorax ◽  
2018 ◽  
Vol 73 (11) ◽  
pp. 1026-1040 ◽  
Author(s):  
Megha Thakur ◽  
Paulien A W Nuyts ◽  
Esther A Boudewijns ◽  
Javier Flores Kim ◽  
Timor Faber ◽  
...  
Keyword(s):  
Systematic Review ◽  
Preterm Birth ◽  
Child Health ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Middle Income ◽  
Middle Income Countries ◽  
Quasi Experimental ◽  
Women And Children ◽  
Low And Middle Income

ObjectivesImproved biomass cookstoves may help reduce the substantial global burden of morbidity and mortality due to household air pollution (HAP) that disproportionately affects women and children in low and middle income countries (LMICs).DesignSystematic review and meta-analysis of (quasi-)experimental studies identified from 13 electronic databases (last update: 6 April 2018), reference and citation searches and via expert consultation.SettingLMICsParticipantsWomen and childrenInterventionsImproved biomass cookstovesMain outcome measuresLow birth weight (LBW), preterm birth, perinatal mortality, paediatric acute respiratory infections (ARIs) and COPD among women.ResultsWe identified 53 eligible studies, including 24 that met prespecified design criteria. Improved cookstoves had no demonstrable impact on paediatric lower ARIs (three studies; 11 560 children; incidence rate ratio (IRR)=1.02 (95% CI 0.84 to 1.24)), severe pneumonia (two studies; 11 061 children; IRR=0.88 (95% CI 0.39 to 2.01)), LBW (one study; 174 babies; OR=0.74 (95% CI 0.33 to 1.66)) or miscarriages, stillbirths and infant mortality (one study; 1176 babies; risk ratio (RR) change=15% (95% CI –13 to 43)). No (quasi-)experimental studies assessed preterm birth or COPD. In observational studies, improved cookstoves were associated with a significant reduction in COPD among women: two studies, 9757 participants; RR=0.74 (95% CI 0.61 to 0.90). Reductions in cough (four studies, 1779 participants; RR=0.72 (95% CI 0.60 to 0.87)), phlegm (four studies, 1779 participants; RR=0.65 (95% CI 0.52 to 0.80)), wheezing/breathing difficulty (four studies; 1779 participants; RR=0.41 (95% CI 0.29 to 0.59)) and conjunctivitis (three studies, 892 participants; RR=0.58 (95% CI 0.43 to 0.78)) were observed among women.ConclusionImproved cookstoves provide respiratory and ocular symptom reduction and may reduce COPD risk among women, but had no demonstrable child health impact.RegistrationPROSPERO: CRD42016033075

scholarly journals Utilising Digital Health Technology to Support Patient-Healthcare Provider Communication in Fragility Fracture Recovery: Systematic Review and Meta-Analysis

2019 ◽  
Vol 16 (20) ◽  
pp. 4047 ◽  
Author(s):  
Lalit Yadav ◽  
Ayantika Haldar ◽  
Unyime Jasper ◽  
Anita Taylor ◽  
Renuka Visvanathan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Fragility Fracture ◽  
Digital Health ◽  
Meta Analysis ◽  
Population Sample ◽  
Experimental Studies ◽  
Fragility Fractures ◽  
Medical Subject Headings ◽  
Intention To Treat ◽  
Quasi Experimental

The objective of this review is to evaluate the effectiveness of digital health supported targeted patient communication versus usual provision of health information, on the recovery of fragility fractures. The review considered studies including older people, aged 50 and above, with a fragility fracture. The primary outcome was prevention of secondary fractures by diagnosis and treatment of osteoporosis, and its adherence. This review considered both experimental and quasi-experimental study designs. A comprehensive search strategy was built to identify key terms including Medical subject headings (MeSH) and applied to the multiple electronic databases. An intention to treat analysis was applied to those studies included in the meta-analysis and odds ratio was calculated with random effects. Altogether, 15 studies were considered in the final stage for this systematic review. Out of these, 10 studies were Randomised controlled trials (RCT) and five were quasi experimental studies, published between the years 2003 and 2016 with a total of 5037 participants. Five Randomised control trails were included in the meta-analysis suggesting that digital health supported interventions were overall, twice as effective when compared with the usual standard care (OR 2.13, 95% CI 1.30–3.48), despite the population sample not being homogeneous. Findings from the remaining studies were narratively interpreted.

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