A meta-analysis was undertaken on a form of cooperative learning, peer tutoring. The effects of experimental design on outcomes were explored, as measured by Effect Size (ES). 185 studies were included in the meta-analysis. Highest ES were reported for quasi-experimental studies. ES reduced as experimental design moved from single pre-test factor matched, to multiple-factor matched randomized controlled trials. ES reduced when designs used standardised, rather than self-designed measures, The implications for future meta-analyses and research in cooperative learning are explored.
|Publication status||Unpublished - 05 Apr 2014|
|Event||American Educational Research Association Annual Meeting: The Power of Education Research for Innovation in Practice and Policy - Philadelphia, United States|
Duration: 03 Apr 2014 → 07 Apr 2015
|Conference||American Educational Research Association Annual Meeting: The Power of Education Research for Innovation in Practice and Policy|
|Period||03/04/2014 → 07/04/2015|