Feedback is one of the most important factors for successful learning. Contemporary computer-based learning and testing environments allow the implementation of automated feedback in a simple and efficient manner. Previous meta-analyses suggest that different types of feedback are not equally effective. This heterogeneity might depend on learner…

Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted pre-test-post-test design. However, some recent meta-analyses on other interventions adopting pre-test-post-test design revealed that certain crucial intervention moderators should be considered when…

The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH…

This meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies (N = 3802) meeting the inclusion criteria were meta-analyzed. The results…

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

Universal Design for Learning (UDL) is often promoted as an inclusive teaching methodology for supporting all students within diverse contemporary classrooms. This is achieved by proactively planning to the edges of a classroom by thinking of all the potential needs of students. To examine its effectiveness, a meta-analysis was conducted on…

Despite their long trajectory in the social sciences, few systematic works analyze how often and for what purposes focus groups appear in published works. This study fills this gap by undertaking a meta-analysis of focus group use over the last 10 years. It makes several contributions to our understanding of when and why focus groups are used in…

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar…

Nearly all studies aiming to determine the effect of modern teaching methods on academic success using an experimental design contain control groups in which traditional methods are used. Effect of traditional methods in geometry and numbers learning domains on academic achievement has not been conclusively studied by researchers yet. On the other…

Research Findings: Children's ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children's narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The…

Evaluations of a large federally funded sexual risk avoidance education (SRAE) efforts in the USA have not been widely reported in the wake of funding cuts. The purpose of this study is to report results from a broad set of programmes to demonstrate the breadth of field effectiveness of these programmes. Twenty-seven separate community-based SRAE…

The "assessment 'for' learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through…

Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story…

This meta-analysis reviewed 144 studies from 1996 to 2013 using the Beck Depression Inventory-Second Edition. Internal consistency was 0.89 and test-retest reliability 0.75. Convergent comparisons were robust across 43 depression instruments. Structural validity supported both one- and two-factor solutions and diagnostic accuracy varied according…

Today, with the development of science and technology and its rapid progress, the importance attached to science education has increased. This increase in interest has led to the development of the methods, techniques, and approaches that enable the students to be active, question and construct knowledge. The 5E learning model is one of them, and…