How Methodological Features Affect Effect Sizes in Education

@article{Cheung2016HowMF,
  title={How Methodological Features Affect Effect Sizes in Education},
  author={Alan Chi Keung Cheung and Robert E. Slavin},
  journal={Educational Researcher},
  year={2016},
  volume={45},
  pages={283 - 292}
}
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measures, compared to unpublished documents, large… 

Investigating Science Education Effect Sizes: Implications for Power Analyses and Programmatic Decisions

This meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses and support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.

Interpreting Effect Sizes of Education Interventions

Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review

Meta-analyses are used to make educational decisions in policy and practice. Publication bias refers to the extent to which published literature is more likely to have statistically significant

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review

Meta-analyses are used to make educational decisions in policy and practice. Publication bias refers to the extent to which published literature is more likely to have statistically significant

The perspective of “limited malleability” in educational effectiveness: treatment effects in schooling

ABSTRACT In this article, several ways to adjust gross school effects are discussed to set the stage for estimating treatment effects in schooling. Although it is quite hazardous to hypothesize

The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally

Financial Education in Schools: A Meta-Analysis of Experimental Studies

The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade

Self-Regulated Strategy Development (SRSD) is a criterion-based teaching approach incorporating explicit and systematic instruction of writing strategies, knowledge or skills, and self-regulation
...

References

SHOWING 1-10 OF 55 REFERENCES

The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education

Research in fields other than education has found that studies with small sample sizes tend to have larger effect sizes than those with large samples. This article examines the relationship between

Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations

Key issues in the conduct of program evaluation syntheses are discussed: requirements for research design, sample size, adjustments for pretest differences, duration, and use of unbiased outcome measures.

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis.

Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers in comparison with “business as usual” methods.

Measures Inherent to Treatments in Program Effectiveness Reviews

Abstract Program effectiveness reviews in education seek to provide educators with scientifically valid and useful summaries of evidence on achievement effects of various interventions. Different

Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis

It is concluded that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.

Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2)
...