scholarly journals The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies

2021 ◽  
Vol 8 (2) ◽  
pp. 1059-1080
Author(s):  
Qing Zhang ◽  
Elizabeth S. T. Cheung ◽  
Christian S. T. Cheung
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Practical Knowledge ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Quasi Experimental ◽  
The Impact

The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students’ academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students’ academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: i) The flipped classroom positively affected college students’ academic performance, and the overall combined effect size was 0.66; ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.

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 Impact of Self-assessment on Academic Performance: A Meta-analysis Study

2021 ◽  
Vol 7 (4) ◽  
pp. 1151-1166
Author(s):  
Pınar Karaman
Keyword(s):  
Academic Performance ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Moderating Effects ◽  
Self Assessment ◽  
Analysis Study ◽  
External Feedback ◽  
Quasi Experimental ◽  
The Impact

This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=.37, p .05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =.47, p.05) than self-assessment with external feedback (g=.28, p.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. The results suggest that further empirical studies are needed to reveal the moderating effects of self-assessment.

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

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
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.

scholarly journals The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2018 ◽  
Author(s):  
Kit S Double
Keyword(s):  
Academic Performance ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Teacher Assessment ◽  
Medium Effect ◽  
Practice Research ◽  
Control Group ◽  
Wide Range ◽  
The Impact

Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p < .001) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g. online vs offline, frequency, education level etc.). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

scholarly journals Effect of Web 2.0 Technologies on Academic Performance: A Meta-analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 108-127
Author(s):  
Esra Ergül Sönmez ◽  
Hasan Çakır
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Experimental Approach ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Method ◽  
Web 2.0 Technologies ◽  
Quasi Experimental ◽  
G Value ◽  
The Impact

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge’s g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.

Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching

2012 ◽  
Vol 82 (3) ◽  
pp. 300-329 ◽  
Author(s):  
Erin Marie Furtak ◽  
Tina Seidel ◽  
Heidi Iverson ◽  
Derek C. Briggs
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Science Teaching ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Science Education Reform ◽  
Quasi Experimental ◽  
Meta Analyses

Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in meta-analyses is also discussed.

scholarly journals The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019 ◽  
Vol 32 (2) ◽  
pp. 481-509 ◽  
Author(s):  
Kit S. Double ◽  
Joshua A. McGrane ◽  
Therese N. Hopfenbeck
Keyword(s):  
Academic Performance ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Teacher Assessment ◽  
Medium Effect ◽  
Practice Research ◽  
Control Group ◽  
Wide Range ◽  
The Impact

AbstractPeer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

2021 ◽  
pp. 136216882199413
Author(s):  
Jui-Teng Li ◽  
Fuhui Tong ◽  
Beverly J. Irby ◽  
Rafael Lara-Alecio ◽  
Hector Rivera
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
English Learners ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
School Level ◽  
Effect Sizes ◽  
Learning Context ◽  
The Impact

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

scholarly journals Reducing repeat paediatric emergency department attendance for non-urgent care: a systematic review of the effectiveness of interventions

2019 ◽  
pp. emermed-2018-207536 ◽  
Author(s):  
Brenda Agyeiwaa Poku ◽  
Pippa Hemingway
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Primary Care Providers ◽  
Urgent Care ◽  
Care Providers ◽  
Quasi Experimental ◽  
The Usa ◽  
The Impact

ObjectiveNon-urgent paediatric ED (PED) visits appear to contribute a large portion to the growing use of EDs globally. Several interventions have tried to curb repeated non-urgent attendances, but no systematic review of their effectiveness exists. This review examines the effectiveness of interventions designed to reduce subsequent non-urgent PED visits after a non-urgent attendance.MethodA systematic review design. A systematic search of four databases and key journals was conducted from their inception to November 2018. Experimental studies, involving children aged 0–18 years presenting to an ED for non-urgent care, which assessed the effectiveness of interventions on subsequent non-urgent attendance were considered.Results2120 studies were identified. Six studies, including four randomised controlled trials (RCTs) and two quasi-experimental, were included. Studies were of moderate quality methodologically. All studies originated from the USA and involved informational and/or follow-up support interventions. Only two RCTs demonstrated the longest duration of intervention effects on reducing subsequent non-urgent PED attendance. These studies identified participants retrospectively after ED evaluation. The RCT with the largest number of participants involved follow-up support by primary physicians. Meta-analysis was impractical due to wide heterogeneity of the interventions.ConclusionsThere is inconclusive evidence to support any intervention aimed at reducing subsequent non-urgent PED visits following a non-urgent attendance. The long-term impact of interventions is limited, although the effect may be maximised if delivered by primary care providers in children identified after their ED attendance. However, further research is required to evaluate the impact of any such strategies in settings outside the USA.

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