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|Publication status||Unpublished - 05 Apr 2014|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|
Bibliographical notePaper presented Saturday April 5: 2.45-4.15 in the session entitled: New Developments in Cooperative Learning Theory and Research.
Thurston, A., Zeneli, M., Roseth, C. J., & Miller, S. (2014). Meta-analysis of the influence of experimental design on effect size in peer tutoring outcomes in elementary, middle and high school settings.. Paper presented at American Educational Research Association Annual Meeting: The Power of Education Research for Innovation in Practice and Policy, Philadelphia, United States. https://convention2.allacademic.com/one/aera/aera14/