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 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.

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 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.

The Role of Information Technology in Learning

2005 ◽  
pp. 14-36 ◽  
Author(s):  
Klarissa T.T. Chang ◽  
John Lim
Keyword(s):  
Information Technology ◽  
Task Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Knowledge Retention ◽  
Research And Practice ◽  
Course Characteristics ◽  
Positive Effect ◽  
Role Of Information

This study provides an updated meta-analysis on the effects of information technology (IT) in education. Sixty-eight experimental studies conducted on the application of IT in the classrooms were integrated and analyzed. Positive effect sizes were found for learning outcomes, including academic achievement, knowledge retention, task performance, self-reported learning, and self-efficacy. Further analysis revealed the primary effects to be significantly moderated by several factors, categorized under learner and course characteristics. These findings have important implications for both research and practice.

scholarly journals A Meta-Analysis of How Country-Level Factors Affect Web Survey Response Rates

2021 ◽  
pp. 147078532110509
Author(s):  
Jessica Daikeler ◽  
Henning Silber ◽  
Michael Bošnjak
Keyword(s):  
Response Rate ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Response Rates ◽  
Survey Response ◽  
High Population ◽  
Web Survey ◽  
Web Surveys ◽  
Specific Factors ◽  
Country Specific

A major challenge in web-based cross-cultural data collection is varying response rates, which can result in low data quality and non-response bias. Country-specific factors such as the political and demographic, economic, and technological factors as well as the socio-cultural environment may have an effect on the response rates to web surveys. This study evaluates web survey response rates using meta-analytical methods based on 110 experimental studies from seven countries. Three dependent variables, so-called effect sizes, are used: the web response rate, the response rate to the comparison survey mode, and the difference between the two response rates. The meta-analysis indicates that four country-specific factors (political and demographic, economic, technological, and socio-cultural) impact the magnitude of web survey response rates. Specifically, web surveys achieve high response rates in countries with high population growth, high internet coverage, and a high survey participation propensity. On the other hand, web surveys are at a disadvantage in countries with a high population age and high cell phone coverage. This study concludes that web surveys can be a reliable alternative to other survey modes due to their consistent response rates and are expected to be used more frequently in national and international settings.

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>

Response Rates in Online Surveys With Affective Disorder Participants

2020 ◽  
Vol 228 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Tanja Burgard ◽  
Michael Bošnjak ◽  
Nadine Wedderhoff
Keyword(s):  
Meta Analysis ◽  
Response Rates ◽  
Contact Mode ◽  
General Anxiety Disorder ◽  
General Anxiety ◽  
Face To Face ◽  
Survey Participation ◽  
The Mean ◽  
Design Characteristics ◽  
E Mail

Abstract. A meta-analysis was performed to determine whether response rates to online psychology surveys have decreased over time and the effect of specific design characteristics (contact mode, burden of participation, and incentives) on response rates. The meta-analysis is restricted to samples of adults with depression or general anxiety disorder. Time and study design effects are tested using mixed-effects meta-regressions as implemented in the metafor package in R. The mean response rate of the 20 studies fulfilling our meta-analytic inclusion criteria is approximately 43%. Response rates are lower in more recently conducted surveys and in surveys employing longer questionnaires. Furthermore, we found that personal invitations, for example, via telephone or face-to-face contacts, yielded higher response rates compared to e-mail invitations. As predicted by sensitivity reinforcement theory, no effect of incentives on survey participation in this specific group (scoring high on neuroticism) could be observed.

scholarly journals Effectiveness of Nutritional Education for Obese Older Adults With Frailty: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 401-401
Author(s):  
Yue-Heng Yin ◽  
Liu Yat Justina
Keyword(s):  
Systematic Review ◽  
Physical Function ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Well Being ◽  
Risk Of Bias ◽  
Cochrane Library ◽  
Nutritional Education ◽  
Hand Search ◽  
Education Interventions

Abstract Obesity has been shown to intensify the decline of physical function and lead to frailty. Nutrition is an important method in managing obesity and frailty, while seldom reviews have ever explored the effects of nutritional education interventions. We conducted a systematic review (PROSPERO: CRD42019142403) to explore the effectiveness of nutritional education interventions in managing body composition and physio-psychosocial parameters related to frailty. Randomized controlled trials and quasi-experimental studies were searched in CINAHL, Cochrane Library, EMBASE, MEDLINE, PsycINFO, PubMed and Scopus from 2001 to 2019. Hand search for the reference lists of included papers was conducted as well. We assessed the quality of included studies by Cochrane risk of bias tool. Meta-analyses and narrative synthesis were used to analyse the data. Two studies with low risk of bias were screened from 180 articles, which involved 177 older people with an average age of 69.69±4.08 years old. The results showed that nutritional education was significantly effective in reducing body weight and fat mass than exercises, and it was beneficial to enhancing physical function and psychosocial well-being. But the effects of nutritional education in increasing muscle strength were not better than exercises. The combined effects of nutritional education and exercises were superior than either exercises or nutritional education interventions solely in preventing the loss of lean mass and bone marrow density, and in improving physical function. Due to limited numbers of relevant studies, the strong evidence of effectiveness of nutritional education interventions on reversing frailty is still lacking.

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