The early and recent history of meta-analysis is outlined. After providing a definition of meta-analysis and listing its major characteristics, developments in statistics and research are described that influenced the formulation of modern meta-analytic methods. Major meta-analytic methods currently in use are described. Statistical and other…

Meta-analysis does not solve all the problems encountered in qualitative research reviews, but it holds out some hope for increasing the reliability and dependability of a reviewer's conclusions. Several developments in meta-analysis are cause for optimism. First, different meta-analysts are doing work in the same areas, leading to increased…

Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

An overview of meta-analysis in education is provided. Methodology is discussed and substantive findings from meta-analytic studies are reviewed for six major areas of educational research: (1) instructional systems; (2) instructional design; (3) curricular innovation; (4) teacher education and evaluation; (5) class and school organization; and…

A meta-analysis of 26 studies shows that accelerated gifted students outperform students of the same age and ability who are not accelerated and achieve as well as equally gifted older students in the higher grades. Correlational studies suggest that accelerates are equally successful later in life. (MLF)

This synthesis of findings from 40 studies showed that students can raise their test scores by taking practice tests. The size of the gains were a function of three factors: identical vs. parallel forms of the test, number of practice tests, and ability level of the student. (Author/BW)

Results from a meta-analysis of 26 controlled studies on the effects of accelerated instruction on elementary and secondary school students are presented. The examination performance of accelerates surpassed the performance of equivalent age and intelligence nonaccelerates and equalled the performance of same-grade but older, talented…

Meta-analytic reviews have shown that gifted students gain little from programs of minimal instructional modification (multilevel classes), more from greater modifications (cross-grade and within-class programs) and the most from those involving the greatest amount of curricular adjustment (enrichment and acceleration). (Author/DB)

Separate meta-analyses have been completed recently on the effectiveness of computer-based education (CBE) in elementary schools, high schools, colleges, and nontraditional postsecondary institutions. Several conclusions can be drawn from these meta-analyses. First, although CBA has not been uniformly successful in all its guises and at all…

A meta-analysis of 51 studies of computer-based instruction shows: a rise in student test scores; student attitudes toward the subject that are slightly more favorable; student attitudes toward computers that are strikingly more positive; and savings from 39 percent to 88 percent in student learning time. (MLF)

Although some aspects of the educational effects of computer assisted instruction (CAI) are still unclear, some research findings are now quite definite. Two meta-analysis reviews of CAI have been completed at the University of Michigan, one on secondary school teaching and one on college teaching, and their findings have been independently…

Three major educational revolutions have been the advent of writing, the use of books as teaching tools, and the shift in educational responsibility from the home to the school. The fourth revolution, which is based on the use of electronic technology in teaching, began with programmed teaching machines, individualized instruction, and the…

Meta-analytic reviews have shown that the effects of grouping programs depend on their features. Programs that entail only minor adjustment of course content for ability groups usually have little or no effect on student achievement. In some grouping programs, for example, school administrators group students by test scores and school records and…

The 101 computer-based education (CBE) studies considered for use in this meta-analysis came from three major sources: references in an earlier meta-analytic review of CBE at the college level (J. Kulik, et al., 1980); a computer search of the Comprehensive Dissertation Abstracts and ERIC databases; and utilization of the bibliographies contained…

Presents a meta analysis which examines results of 254 controlled evaluation studies that compared student learning in classes taught with and without computer-based instruction (CBI). Outcome measures are described, statistical analysis and effect size are discussed, and results are reported that show that CBI usually produces positive effects on…