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 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.

Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children

2020 ◽  
pp. 027112142093557 ◽  
Author(s):  
Li Luo ◽  
Brian Reichow ◽  
Patricia Snyder ◽  
Jennifer Harrington ◽  
Joy Polignano
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Social Competence ◽  
Random Effects ◽  
Challenging Behavior ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Social Emotional ◽  
Meta Analyses

Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Method: Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Results: Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed improvements in social competence ( g = 0.42, 95% confidence interval [CI] = [0.28, 0.56]) and emotional competence ( g = 0.33, 95% CI = [0.10, 0.56]), and decreases in challenging behavior ( g = −0.31, 95% CI = [−0.43, −0.19]). For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. Conclusion: This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms

2020 ◽  
pp. 073563312095206
Author(s):  
Hua Ran ◽  
Murat Kasli ◽  
Walter G. Secada
Keyword(s):  
Instructional Design ◽  
Mathematics Achievement ◽  
Computer Technology ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Independent Effect ◽  
Technology Intervention ◽  
K 12 ◽  
Positive Effect

This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.

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 Role of Public Defenders Within the American Justice System

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Brianna Fisher ◽  
Patti Thompson
Keyword(s):  
Work Ethic ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Weighted Mean ◽  
Public Defenders ◽  
Weighted Means ◽  
Negative Effect ◽  
American Cities ◽  
Positive Effect

This paper examines the inner workings of the legal system in connection with public defenders and their duties. The factors of total caseload, plea deals, waivers, and bench verdicts were implemented to create a comprehensive means of measuring work ethic, due to their significant presence in the everyday workings of public defenders. Through a meta-analysis of the five most densely populated African American cities within the state of Michigan, the combined and individual weighted mean effect sizes were calculated to determine if there was a strong positive or negative effect of the four factors mentioned above on work ethic. Additionally, both the upper and lower credibility levels were calculated to analyze their proximity to the weighted means. For all four factors tested, the weighted mean effect sizes relate a positive effect of the factors on work ethic, with all means falling closer to their upper credibility levels. These results confirm that the factors of total caseload, plea deals, waivers, and bench verdicts affect how cases are being handled and how clients are being treated.

scholarly journals A Meta-analysis of Employment Discrimination Against Muslims and Arabs

2018 ◽  
Author(s):  
Timothy Bartkoski ◽  
Ellen Herrmann ◽  
Chelsea Witt ◽  
Cort Rudolph
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Independent Effect ◽  
Work Setting ◽  
Employment Decisions ◽  
Quantitative Review ◽  
Almost All ◽  
Future Work

Muslim and Arab individuals are discriminated against in almost all domains. Recently, there hasbeen a focus on examining the treatment of these groups in the work setting. Despite the great number of primary studies examining this issue, there has not yet been a quantitative review of the research literature. To fill this gap, this meta-analysis examined the presence and magnitude of hiring discrimination against Muslim and Arab individuals. Using 46 independent effect sizes from 26 sources, we found evidence of discrimination against Muslim and Arab people in employment judgments, behaviors, and decisions across multiple countries. Moderator analyses revealed that discrimination is stronger in field settings, when actual employment decisions are made, and when experimental studies used “Arab” (vs. “Muslim”) targets. However, primary studies provide inconsistent and inaccurate distinctions between Arabs and Muslims, therefore future work should be cautious in categorizing the exact aspect of identity being studied.

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.

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 Effectiveness of Sugary Drink Warnings: A Meta-Analysis of Experimental Studies

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1715-1715
Author(s):  
Anna Grummon ◽  
Hall Marissa
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Population Level ◽  
Emotional Reactions ◽  
The Body ◽  
Effect Sizes ◽  
Robert Wood Johnson Foundation ◽  
Added Sugar ◽  
Study Characteristics ◽  
Sugary Drink

Abstract Objectives Policymakers in five U.S. states have proposed sugary drink warnings. A growing number of experimental studies have examined sugary drink warnings’ impacts, but no research has synthesized this literature. To inform ongoing policy debates, this study aimed to identify, across the body of experimental studies, the effects of sugary drink warnings compared with control conditions. Methods In 2019, we systematically searched four databases using comprehensive search terms. We also searched reference lists of relevant articles. Two investigators independently screened titles, abstracts, and full-texts to identify peer-reviewed experiments that examined the effects of sugary drink warnings compared to a control condition. Two investigators independently extracted study characteristics and effect sizes from all relevant articles. We meta-analyzed any outcome assessed in at least two studies, combining effect sizes using random effects meta-analytic procedures. Results Twenty-three experiments with data on 16,241 individuals were included in the meta-analysis. Relative to control conditions, sugary drink warnings were more likely to be noticed (d with Hedges's correction = .83, 95% CI: .54, 1.12), caused stronger emotional reactions (d = .69, 95% CI: .25, 1.13) and elicited more thinking about health (d = .65, 95% CI: .29, 1.01). Sugary drink warnings also led to lower healthfulness perceptions (d = −.22, 95% CI: −.27, −.17) and stronger disease likelihood perceptions (d = .15, 95% CI: .06, .24). Moreover, sugary drink warnings reduced both hypothetical (d = −.32, 95% CI: −.44, −.21) and actual consumption and purchasing behavior (d = −.17, 95% CI: −.30, −.04). Significant effects were not observed for perceptions of added sugar (d = .25, 95% CI: −.05, .55) or positive sugary drink attitudes (d = −.54, 95% CI: −1.43, .35). Moderation analyses revealed that health warnings (e.g., “Beverages with added sugar contribute to obesity”) led to greater reductions in hypothetical SSB selection than did nutrient warnings (e.g., “High in sugar”, moderation P = .04). Conclusions Evidence from the experimental literature supports sugary drink warnings as a population-level strategy for changing behavior, as well as cognitions, emotions, perceptions, and intentions. Funding Sources Healthy Eating Research Program of the Robert Wood Johnson Foundation.

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