The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis

Mirjan Zeneli, Allen Thurston, Cary Roseth

Research output: Contribution to journalArticle

12 Citations (Scopus)
220 Downloads (Pure)

Abstract

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). Forty three articles with 82 effect size 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.
Original languageEnglish
Number of pages13
JournalInternational Journal of Educational Research
Early online date21 Jan 2016
DOIs
Publication statusEarly online date - 21 Jan 2016

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