scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

scholarly journals A Statistical Method for Synthesizing Meta-Analyses

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Liansheng Larry Tang ◽  
Michael Caudy ◽  
Faye Taxman
Keyword(s):  
Statistical Method ◽  
Effect Size ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Weighted Mean ◽  
Summary Effect ◽  
Different Types ◽  
Meta Analyses ◽  
Size Estimates ◽  
Similar Search

Multiple meta-analyses may use similar search criteria and focus on the same topic of interest, but they may yield different or sometimes discordant results. The lack of statistical methods for synthesizing these findings makes it challenging to properly interpret the results from multiple meta-analyses, especially when their results are conflicting. In this paper, we first introduce a method to synthesize the meta-analytic results when multiple meta-analyses use the same type of summary effect estimates. When meta-analyses use different types of effect sizes, the meta-analysis results cannot be directly combined. We propose a two-step frequentist procedure to first convert the effect size estimates to the same metric and then summarize them with a weighted mean estimate. Our proposed method offers several advantages over existing methods by Hemming et al. (2012). First, different types of summary effect sizes are considered. Second, our method provides the same overall effect size as conducting a meta-analysis on all individual studies from multiple meta-analyses. We illustrate the application of the proposed methods in two examples and discuss their implications for the field of meta-analysis.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

2012 ◽  
Vol 47 (4) ◽  
pp. 706-742 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Secondary School Students ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
12Th Grade ◽  
Different Types ◽  
The Relationship

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

scholarly journals Three Decades of Internet- and Computer-Based Interventions for the Treatment of Depression: Protocol for a Systematic Review and Meta-Analysis

10.2196/14860 ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. e14860 ◽  
Author(s):  
Isaac Moshe ◽  
Yannik Terhorst ◽  
Pim Cuijpers ◽  
Ioana Cristea ◽  
Laura Pulkki-Råback ◽  
...  
Keyword(s):  
Systematic Review ◽  
Effect Size ◽  
Meta Analysis ◽  
Large Body ◽  
Controlled Trials ◽  
Cochrane Central Register ◽  
Temporal Dimension ◽  
The Past ◽  
Treatment Of Depression ◽  
Computer Based

Background Depression is one of the leading causes of disability worldwide. Internet- and computer-based interventions (IBIs) have been shown to provide effective, scalable forms of treatment. More than 100 controlled trials and a growing number of meta-analyses published over the past 30 years have demonstrated the efficacy of IBIs in reducing symptoms in the short and long term. Despite the large body of research, no comprehensive review or meta-analysis has been conducted to date that evaluates how the effectiveness of IBIs has evolved over time. Objective This systematic review and meta-analysis aims to evaluate whether there has been a change in the effectiveness of IBIs on the treatment of depression over the past 30 years and to identify potential variables moderating the effect size. Methods A sensitive search strategy will be executed across the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, and PsycINFO. Data extraction and evaluation will be conducted by two independent researchers. Risk of bias will be assessed. A multilevel meta-regression model will be used to analyze the data and estimate effect size. Results The search was completed in mid-2019. We expect the results to be submitted for publication in early 2020. Conclusions The year 2020 will mark 30 years since the first paper was published on the use of IBIs for the treatment of depression. Despite the large and rapidly growing body of research in the field, evaluations of effectiveness to date are missing the temporal dimension. This review will address that gap and provide valuable analysis of how the effectiveness of interventions has evolved over the past three decades; which participant-, intervention-, and study-related variables moderate changes in effectiveness; and where research in the field may benefit from increased focus. Trial Registration PROSPERO CRD42019136554; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=136554 International Registered Report Identifier (IRRID) PRR1-10.2196/14860

scholarly journals Foreword

2019 ◽  
Vol 8 (1) ◽  
pp. 1-2
Author(s):  
J.D. Walker
Keyword(s):  
Teaching And Learning ◽  
Learning Spaces ◽  
Student Body ◽  
The Past ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Different Types ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Educational Importance

Over the past few decades, researchers have produced a body of literature that examines the educational importance of space, finding that how learning spaces are laid out, furnished, and equipped makes a difference to the teaching and learning process. Put another way, the formal learning spaces in which much teaching takes place, such as classrooms and laboratories, are not neutral. Different types of classrooms can facilitate, or retard, the implementation of different teaching techniques, and we have only begun to study the ways in which innovative learning environments may enhance equity in the education of our increasingly diverse student body.

Effects of Participation on Performance and Satisfaction: Additional Meta-Analytic Evidence

1999 ◽  
Vol 84 (3) ◽  
pp. 719-725 ◽  
Author(s):  
John A. Wagner ◽  
Jeffrey A. LePine
Keyword(s):  
Random Effects ◽  
Effect Size ◽  
Meta Analysis ◽  
Research Literature ◽  
Previous Literature ◽  
Literature Reviews ◽  
Different Types ◽  
Recent Debate ◽  
And Performance

Stimulated by recent debate, this study investigated whether prior research supports the statement that different forms of participation have different effects on performance and satisfaction in the workplace. Using a collection of 75 correlations drawn from published analyses, a meta-analysis using random effects procedures indicated that relationships between participation and performance reported in the research literature are similar in size and direction across different types of participation. Meta-analytic results also indicated similarity in the size and direction of relationships between participation and satisfaction across different forms of participation and suggested that effect size statistics published in research on participation and performance are generally similar to those reported in studies of participation and satisfaction. These findings differ from the results of another recent meta-analysis and from those of several previous literature reviews but support the primary conclusions of an earlier meta-analytic assessment.

scholarly journals Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 98
Author(s):  
Elismawati Elismawati ◽  
Hidayat Al Azmi ◽  
Hadeli Hadeli ◽  
Zulyusri Zulyusri ◽  
Ahmad Syukri
Keyword(s):  
High School ◽  
Junior High School ◽  
Effect Size ◽  
Educational Level ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Analysis Study ◽  
English Teaching

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills. 

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hafize Er Turkuresin ◽  
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

scholarly journals A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention

2020 ◽  
Vol 10 (2) ◽  
pp. 265-284
Author(s):  
Alacapınar Gülderen ◽  
Hatice Uysal
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Models ◽  
Control Group ◽  
Creative Drama ◽  
Control Group Design ◽  
Affective Attitude ◽  
Primary And Secondary School

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Author(s):  
Hafize Er Turkuresin
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

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