Meta-Analysis in Social Research
... The first study in the field of educational sciences was conducted by Glass and Smith (1979) to determine the relationship between class size and academic achievement. Later on, the meta-analysis method continued to be developed with the contributions of Jackson (1980), Cooper (1982), Glass et al. (1981), and Rosenthal (1984), but the actual milestone was the book "Statistical Methods for Meta-Analysis" published by Hedges & Olkin (1985). This book has expanded by summarizing nearly a decade of developments in meta-analysis and legitimized the procedures performed by presenting substantial statistical evidence (Cooper, 2010, p.10). ...
... The second cluster (red) is the book "Statistical Method for Meta-Analysis" by Hedges and Olkin (1985), which has the highest prestige and ability to convey information. The other prominent publication in this cluster is "Meta-Analysis in Social Research" by Glass et al (1981). In the third cluster (green), in the theme of "introducing the meta-analysis method", the publication with both the ability to convey information and the speed of conveying information is "Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis" by Duval and Tweedie (2001). ...
... This book introduces statistical methods for combining the results of studies in the social and behavioral sciences. Although this is not the first book on meta-analysis, whereas most of the other books are more concerned with how to collect data for meta-analysis (such as Glass et al., 1981), this book is more comprehensive in that it focuses more on the statistical techniques needed for metaanalysis and includes a selected bibliography of meta-analyses published up to 1983 (Wasserman, 1988). In the theme "Introducing the meta-analysis method", two pioneering studies on publication bias stand out. ...
This study aims to examine the evolutionary development of meta-analysis studies in the field of education and to determine the impact of these studies on scientific knowledge. For this purpose, performance analysis (e.g. total number of publications, number of contributing authors, total number of citations, etc.) was used to determine the contribution of research components to the field of education and science mapping (e.g. co-citation analysis, co-word analysis, co-authorship analysis) techniques were used to examine the relationships between research components. A total of 1979 documents from 455 education-related sources between 1980-2022 from the Web of Science (WOS) database were examined. The result indicated that although the number of meta-analysis studies published between 1980 and 2004 was relatively close to each other, there was a high increase in meta-analysis studies after 2004. Author productivity was found to be distributed according to Lotka Law and 15 journals were core journals that published meta-analyzed studies in educational sciences. Co-word analysis was performed to determine the basic concepts, themes, and trends, co-citation analysis to determine the relationships between the publications that cited the same publication together, and co-authorship analysis to determine the social relationships between the authors. According to the results obtained as a result of bibliometric analysis, suggestions were made for future meta-analysis studies in the field of educational sciences.
... Employing metaanalysis, effect sizes can be combined across studies to increase the power to detect differential treatment or methodological effects. Finally, effect sizes offer advantages over literary reviews that compare ®ndings based on levels of statistical signi®cance because studies with different levels of signi®cance can, in fact, have very similar effect sizes (Glass et al., 1981). ...
... Effect sizes were derived using Smith and Glass's delta procedures (Glass et al., 1981). Effect sizes were calculated by subtracting the mean of the posttreatment control group from the posttreatment experimental group(s), and then dividing by the standard deviation of the control group at posttreatment: ...
... If the results were reported by F score, t was calculated by: t F p ; then, the above formula for t was applied. If only the signi®cance level was reported, procedures based on Glass et al. (1981) (pp. 128±129) were utilized to determine t, and then t was entered into the above formula. ...
... The analytical method for this study was a meta-analysis. A meta-analysis is defined as the, "Analysis of analyses" (Glass, McGaw, & Smith, 1981). The purpose of the metaanalysis is to analyze multiple studies in order to determine the significance of multiple variables against the outcome variable of student achievement. ...
... The purpose of the metaanalysis is to analyze multiple studies in order to determine the significance of multiple variables against the outcome variable of student achievement. Glass et al. (1981) explained that a meta-analysis allows for studies with smaller sample sizes to be combined thus produce a much larger sample size, which in turn will increase the statistical power. ...
... According to Glass et al. (1981), there are three necessary steps when performing a meta-analysis. The first step involves collecting research studies to analyze against the outcome variable. ...
... The compiled data from the studies were analyzed through a meta-analysis, which is a secondary statistical analysis or re-analysis of previous research, used as a vehicle for answering new questions through existing data [8] [9]. In essence, it is a quantitative application of deduction. ...
... As previously mentioned, the data were analyzed through the meta-analysis procedure, a technique that relies heavily on the calculation of effect sizes to establish statistical meaning [11]. According to Glass et al. and Rosenthal, effect size is the degree to which a phenomenon is present in the population of the study [8] [9]. In meta-analysis, effect size is calculated to determine the presence of a statistical difference in mean standard deviation units (SDx) [11]. ...
... The findings reported in this article include studies that have been conducted to date and that were possible to retrieve. Obviously, this study does not include research that was not published or presented; according to Glass et al. (1981), using only published research in a meta-analysis can inflate the mean effect size. Yet, Glass et al. observed that this potential bias can be eliminated by including unpublished research in a meta-analysis. ...
... The findings of the meta-analysis are measured in terms of effect size and the characteristics of the research. The analysis emphasizes the relationship between effect size and the characteristics of the research ( Glass McGaw & Smith, 1981) . There have been many studies on meta-analysis. ...
... In addition, problem-solving skills can show up as a problem-solving process where the instructors can come up with ways to teach by putting students in simulated situations or giving them information from real-life situations to practice solving problems ( The Institute for the Promotion of Teaching Science and Technology, 2018). Glass, McGaw, and Smith (1981) described meta-analysis as a sort of quantitative research that involves looking at the same research problem in several studies and drawing conclusions based on statistical analysis. These statistical analyses can be compared across various analysis results to see which aspects of analysis have the most educational potential. ...
The rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012–2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir's solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching.
... To solution those questions, this look at quantitatively synthesized experimental and quasiexperimental posted studies at the outcomes of coaching and gaining knowledge of with generation on pupil results in naturalistic settings. The strategies of studies synthesis that have been implemented derive from the paintings of Glass, McGaw, and Smith (1981) and Hunter, Schmidt, and Jackson (1982) on meta-analysis, in addition to contributions from Arthur, Bennett, and Huffcutt (2001), Durlak (1995), and Lipsey and Wilson (2001). Several standards have been hooked up for inclusion on this synthesis. ...
... In the case of articles tested for this observe, a nice impact length indicated that the educational era organization obtained higher (i.e., greater desirable) ratings than the manage organization. The formulation of Glass, McGaw, and Smith (1981) had been hired for research that did now no longer record organization way or preferred deviations however contained F or t values, correlations, or different records from which impact sizes can be calculated. The coding classes are indexed withinside the Appendix. ...
To estimate the outcomes of coaching and studying with era on students’ cognitive, affective, and behavioral consequences of studying, 282 impact sizes had been calculated the use of statistical facts from forty two research that contained a blended pattern of about 7,000 students. The imply of the study-weighted impact sizes averaging throughout all consequences was .410 (p < .001), with a 95-percentage self assurance interval (CI) of .one hundred seventy five to .644. This end result suggests that coaching and studying with era has a small, positive, significant (p < .001) impact on scholar consequences whilst in comparison to conventional instruction. The imply study-weighted impact length for the 29 research containing cognitive consequences was .448, and the imply study-weighted impact length for the ten comparisons that centered on scholar affective consequences was .464. On the opposite hand, For the three studies that included behavioral outcomes, the mean study-weighted effect size was -.091, showing that technology had a small, negative impact on students' behavioral results. Study variables, quality of study indicators, technological characteristics, and instructional/teaching factors all had consistent overall study-weighted effects.
How to cite: Colbong RM & Aban, JL (2024). Meta-analysis on the implications of technology-assisted teaching and learning on student performance. A Research Output in Biomolecules. pp: 1-39
... Where these data were not available, effect sizes were calculated or estimated from statistical test data (e.g., t -ratios, probabilities) based on equations provided by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). Cohen's d was converted to Hedges' g (Hedges & Olkin, 1985) to correct for the influence of sample size. ...
Simonson, Schlosser and Hanson (1999) argue that a new theory called “equivalency theory” is needed to account for the unique features of the “teleconferencing” (synchronous) model of DE that is prevalent in many North American universities. Based on a comprehensive meta-analysis of the comparative literature of DE (Bernard, Abrami, Lou, Wozney, Borokhovski, Wallet, Wade, Fiset, & Huang, in press), we are able to assess empirically whether equivalency has been achieved in prior comparative DE research. This paper includes a brief summary of the results of the split between synchronous and asynchronous patterns of DE, and addresses the implications these data have for developing separate theories of DE for synchronous (i.e., group-based) and asynchronous (i.e., individualized) applications. We examine data based on achievement, attitude and retention outcomes and coded study features (i.e., methodological, pedagogical and media) relating to them.
... Typified mean change difference, d, was used as a measure of effect size (Glass et al., 1981). Positive values of d reflected an improvement from pretest to posttest in the treated group. ...
Purpose
Vocabulary, grammar, and discourse skills represent distinct dimensions of language ability in young children. Research suggests that individuals with hearing loss often have difficulties with language skills as compared to their hearing counterparts. The aim of this systematic review and meta-analysis is to analyze the effectiveness of linguistic interventions aimed at improving oral discourse in children with hearing loss.
Method
A systematic review was conducted according to the PRISMA 2020 statement in five databases. A total of 23 studies were included in the systematic review. From this sample unit, 12 studies were included in the meta-analysis since they had sufficient data for analysis from a meta-analytic approach. Two meta-analyses were performed, one for each dimension of oral discourse skills, differentiating between macrostructure and microstructure and calculating the effects of the intervention and potential moderating variables.
Results
The results suggest positive effects of the interventions with effect sizes of d = 1.01 (95% confidence interval [CI; 0.58, 1.45], p < .001) for macrostructure and d = 0.87 (95% CI [0.02, 0.60], p < .001) for microstructure. Moderator variable analyses showed that the number of participants was the only significant factor identified for the microstructure dimension.
Conclusions
Linguistic intervention programs improve the language of children with hearing loss. Most of these interventions include therapies that use visual supports and grammar instruction. However, these results should be interpreted with caution given the small number of studies and their high heterogeneity.
... It estimates the same population effect as d. Glass et al., 1981); g (Hedges, 1981); g′ (Hedges & Olkin, 1985) The difference in means of two groups standardized by the standard deviation of the baseline group, which could be either of the two. It estimates how many baseline standard-deviation units the mean of one group is removed from the mean of the other group. ...
The prevalence of effect-size (ES) reporting has risen significantly, yet studies comparing two groups tend to rely exclusively on the Cohen’s d family of ESs. In this article, we aim to broaden the readers’ horizon of known ESs by introducing various ES families for two-group comparisons, including indices of standardized differences in central tendency, overlap, dominance, and differences in variability and distributional tails. We describe parametric and nonparametric estimators in each ES family and present an interactive web application (R Shiny) for computing these ESs and facilitating their application. This one-stop calculator allows for the computation of 95 applications of 67 unique ESs and their confidence intervals and various plotting options and provides detailed descriptions for each ES, making it a valuable resource for both self-guided exploration and instructor-led teaching. With this comprehensive guide and its companion app, we aim to improve the clarity and accuracy of ES reporting in research design that involves two-group comparisons.
... (cf. Glass, McGaw, & Smith, 1981;Hedges, Shymansky, & Woodworth, 1989)." An example of this in this paper was Fair et al. (2015b). ...
This meta-analysis presents empirical research using a Philosophy for/with Children (P4wC) approach. P4wC involves a teacher engaging in philosophical problem posing and dialogue with students. There has been research focussed on the benefits derived from this practice for students. This meta-analysis calculates the effect size of these benefits that can be calculated using quantitative measures. This meta-analysis contains 62 data sets from 30 studies. P4wC is found to have an overall effect size of 0.65. Moreover, subgroup analysis shows that when the research focusses on the development of critical thinking, the effect size is substantial at 0.89. This indicates that P4wC has a large impact on the capacity for children and young people to develop critical thinking. Other subgroup analysis also shows that holds across age ranges. However, it does differ by region, with studies conducted in Eastern countries yielding a higher effect size than Western countries.
... Therefore, the trends within the data will be discussed to provide a foundation for future research. To allow for some inference to occur from the data, post hoc effect sizes (ES) were hand calculated using Glass's delta (Glass et al., 1981) using the following equation: ...
Motor skill assessments are often modified to meet the needs of children on the autism spectrum. Yet, accom-modations to standardized motor skill testing have not been established and little consensus exists regarding the most appropriate or effective testing accommo-dations. Therefore, the purpose of this study was to ex-amine two accommodations to motor skill assessments: (1) an acclimation period and (2) visuals (i.e., pictures, videos). Using a sample of 10 boys on the autism spec-trum between the ages of 5 to 12 (M = 8.86, SD = 2.2), the impact of accommodations on motor skill perfor-mance, duration of assessment, and task comprehen-sion was analyzed visually. A descriptive analysis of the data suggests that, regardless of visual support, using accompanying visuals may help improve a child’s comprehension of requested motor tasks; moreover, al-lowing for acclimation to the testing environment may decrease the overall assessment time. Within this anal-ysis, neither an added visual cue nor an acclimation period impacted the assessed performance.
... In the present research, meta-analysis techniques were used (Glass, McGaw, & Smith, 1981;Lipsey & Wilson, 2001). A meta-analysis is a statistical technique for combining the data obtained from independent studies to draw a general conclusion (Hunter & Schmidt, 2004). ...
The purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computer-assisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month’s time, using several databases. Based on this extensive review, the studies (N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that student-centered teaching should be used in mathematics, rather than the traditional one.
... It involves several key steps, including defining inclusion criteria for studies, extracting data, and calculating a pooled effect size. This method allows researchers to account for variations in sample sizes and methodologies, thereby providing a more accurate and reliable summary of the existing research (Glass et al., 1981). ...
... Meta-analysis is a method that combines statistical findings obtained with different calculations (Borenstein et al., 2021). In the selection and analysis of the studies, a 3-step procedure was followed, similar to the methods suggested by Card (2012), Field and Gillett (2010), and Glass et al. (1981). These steps were the selection of studies, the application of a coding strategy, and data analysis. ...
Predict-observe-explain (POE) is a strategy that has been used in science education for several decades. It is important to determine how effective this strategy is, especially when used in the constructing scientific concepts. In this study, the effect of the POE strategy on students’ science achievement was examined in a meta-analysis. Databases were searched using specific keywords and 35 studies (6 theses and 29 articles) that met the inclusion criteria were found. Hedges’ g and the random effects model were used to calculate effect sizes. As a result, the average effect size (g=0.979, 95% CI: 0.771-1.188, p
... MA is also known for not being able to resolve all potential problems associated with building reliable and valid knowledge from scientific literature focussing on a common research question. Glass et al. (1981) summarized limitations of MA into four categories: ...
It is generally acknowledged that claims from observational studies often fail to replicate. An exploratory study was undertaken to assess the reliability of base studies used in meta-analysis of short-term air quality-myocardial infarction risk and to judge the reliability of statistical evidence from meta-analysis that uses data from observational studies. A highly cited meta-analysis paper examining whether short-term air quality exposure triggers myocardial infarction was evaluated as a case study. The paper considered six air quality components - carbon monoxide, nitrogen dioxide, sulfur dioxide, particulate matter 10 and 2.5 micrometers in diameter (PM10 and PM2.5), and ozone. The number of possible questions and statistical models at issue in each of 34 base papers used were estimated and p-value plots for each of the air components were constructed to evaluate the effect heterogeneity of p-values used from the base papers. Analysis search spaces (number of statistical tests possible) in the base papers were large, median of 12,288, interquartile range: 2,496 to 58,368, in comparison to actual statistical test results presented. Statistical test results taken from the base papers may not provide unbiased measures of effect for meta-analysis. Shapes of p-value plots for the six air components were consistent with the possibility of analysis manipulation to obtain small p-values in several base papers. Results suggest the appearance of heterogeneous, researcher-generated p-values used in the meta-analysis rather than unbiased evidence of real effects for air quality. We conclude that this meta-analysis does not provide reliable evidence for an association of air quality components with myocardial risk.
... Meta-analysis is a widely employed methodology for conducting quantitative and exhaustive analyses of prior research outcomes on a given topic (Glass et al., 1981). This statistical analysis approach enables Najmeh Behnamnia, Amirrudin Kamsin & Siavash Hayati systematic studies to address research questions more accurately by adhering to stringent screening criteria (Noble Jr, 2006). ...
Impacto del Aprendizaje Basado en Juegos Digitales en la educación STEM en las escuelas primarias: Un meta-análisis de enfoques de aprendizaje ABSTRACT Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.
... Next, we analyzed the change in place attachment before and after the education program, using only the place attachment items identified in the previous step. The change was assessed using Glass's delta, which is a measure of effect size proposed by Glass, McGaw, and Smith (1981). The effect size was calculated by subtracting the mean score of the pre survey from the mean of post survey, and then dividing it by the standard deviation of the pre survey. ...
Purpose
The current education paradigm is often criticized for fostering human dependence and failing to reduce environmental impacts. This has led researchers to propose alternative approaches. One alternative approach, place-based education, integrates a specific location’s natural and social context into learning experiences. By deepening students’ connection to their surroundings, place-based environmental education aims to enhance students’ sense of interdependence with a place and their place attachment in cognitive and affective dimensions. While widely practiced, its effectiveness remains largely unevaluated, particularly in the East Asian context. The gap hinders the development of impactful pedagogical approaches for educators.
Design/methodology/approach
The authors examine a river environmental education program located upstream of Taiwan’s capital, offering a valuable case study within the East Asian context. The program’s design is analyzed, and its impact on enhancing students’ place attachment is assessed through a pre- and post-survey approach.
Findings
The results indicate a substantial increase in students’ place attachment following program participation, particularly pronounced among children with limited prior experience with the river. Importantly, this increase is comparable to or exceeds those observed in similar studies from other regions.
Originality/value
The considerable increase in place attachment observed in this program demonstrates its effectiveness in fostering environmental connections, particularly among children with limited prior experience. The magnitude of the increase might be partially attributable to the interdependent orientation of Taiwanese culture. This suggests that place-based education might yield significant positive outcomes in other non-Western countries with strong interdependent cultural orientations.
... Perhaps one still reported the number of significant results, but there was no quantitative description of an aggregate empirical result. In the next generation of Meta-analyses 1.0, the dominant goal was to compare the effects of psychotherapies (Glass et al., 1981) or the quality of personnel selection using test procedures (Hunter et al., 1982). ...
After a brief consideration of the development of meta-analyses as a joint discussion of results from a research area across development stages 0, 1, 2, it is concluded that the present form 2.0 is unsuitable to serve as a basis for theory building. Further development of this tool into a meta-analysis 3.0 is necessary for this purpose which requires the validity of the independent variables in the primary studies, the reduction of the error variance of the dependent variables, a stability of the effects over the primary studies and a quantitative comparison between observed and predicted effects in the primary studies. In the current meta-analyses 2.0, a concrete single-case approach creates the impression that mainly everyday ideas are investigated, which one would like to generalize to a population of other conditions. Furthermore, the results of the existing meta-analyses are either homogeneous and very small or heterogeneous. Meta-analysis 2.0 searches for the instability of the measurements under a specific topic with methods of induction. The procedure of a meta-analysis 3.0 is described in general and carried out hypothetically and with an empirical example. It searches for the stability of quantitative reconstructions of data over different topics with the method of abduction. The conclusion can be summarized as that meta-analysis 3.0 is indispensable as a tool for theorizing, and theorizing presupposes meta-analysis 3.0. The link between this interdependence is abduction in contrast to induction as a research strategy.
... evaluations and consumers responses (i.e., attitudes and purchase intentions), and (b) contains empirical data that allows for the calculation of a common effect size (see Glass et al., 1981;Janiszewski et al., 2003). The search and review of potential papers revealed that the variables most consistently used to evaluate consumer's reactions were attitudes towards the product and intentions to tryinsect foods. ...
Traditional livestock meat poses sustainability challenges, while insect proteins offer a low‐impact alternative. Cultural barriers, such as uncertainty avoidance, hinder widespread acceptance of insect‐based foods, despite a growing market. Research on consumer attitudes and purchase intentions towards insect‐based foods yields mixed results, prompting a meta‐analysis to explore cultural influences and contextual factors. This meta‐analysis investigates consumers’ willingness to try insect‐based food products. Analysis of 24 publications (97 studies, with 13,609 observations; participant Mage = 34.6), supports the notion that consumers around the world are not readily willing to adopt insect‐based food products. Moderating this effect, at the country level, high uncertainty avoidance negatively affects consumers’ intentions to try insect‐based products. Two follow‐up studies replicate the findings of the meta‐analysis, incorporating an individual‐level assessment of the moderating effect of uncertainty avoidance, and testing the mediating effect of food neophobia on consumers’ (un)willingness to adopt insect‐based food products. A third study provides evidence as how to buffer the negative reactions of consumers towards insect‐based foods: after sensory evaluation of a cricket‐flour nacho in a laboratory setting, participants were more willing to try it and generally evaluated the product and the experience more favorably, compared to their previously stated expectations. Theoretical contributions and practical implications for marketing strategy and communication, to overcome the negative perceptions related to insect‐based food, along with limitations and future research directions, are discussed.
... The intervention group ( Table 2 effects, whereas the larger the absolute values, the stronger the effects [58]. These values also supported the efficacy of CBGT on foreign language learning anxiety. ...
For many students, foreign language anxiety can be a paralyzing condition that prevents learners from fully learning and slows the use of their second language in communication. Past studies have confirmed the effectiveness of psychological therapies in alleviating anxiety-based disorders. At the same time, there is a lack of studies, particularly in cognitive-behavioral group therapy (CBT) on foreign language learning anxiety. The study aimed to explore the efficiency of cognitive-behavioral group therapy in reducing foreign language learning anxiety among young adults. This pretest–posttest with a control group study was conducted with sixty eligible English-preparatory university students with noticeable foreign language learning anxiety selected as a sample by purposive sampling and randomized to an intervention and a control group into equal numbers. The Bangla version of the Foreign Language Classroom Anxiety Questionnaire (FLCAS) was used to measure foreign language learning anxiety at baseline and post-intervention. The obtained data were subsequently analyzed by t-test, ANOVA, and repeated measures with between-groups multivariate variance analysis (MANOVA) with effect size. The results revealed that over time, in the intervention group, communication nervousness, fear of negative appraisal, test anxiety, and overall foreign language learning anxiety considerably dropped. In contrast, these issues remained steady in the control group. The findings reflected the benefits of CBT in groups by considering its limitations which might be regarded as a practical treatment option for alleviating foreign language learning anxiety in clinical settings among youth in developing countries. Therapeutic ramifications for reducing anxiety-based issues in both research and practice are explained.
... Outlier values (>3 SD from the mean) were removed prior to analysis. We used Glass's delta to estimate the effect size motivated by its tolerance of the differences in variance between groups [38]. ...
Multiple facets of sleep neurophysiology, including electroencephalography (EEG) metrics such as non-rapid eye movement (NREM) spindles and slow oscillations, are altered in individuals with schizophrenia (SCZ). However, beyond group-level analyses, the extent to which NREM deficits vary among patients is unclear, as are their relationships to other sources of heterogeneity including clinical factors, ageing, cognitive profiles and medication regimens. Using newly collected high-density sleep EEG data on 103 individuals with SCZ and 68 controls, we first sought to replicate our previously reported group-level differences between patients and controls (original N=130) during N2 stage. Then in the combined sample (N=301 including 175 patients), we characterized patient-to-patient variability. We replicated all group-level mean differences and confirmed the high accuracy of our predictive model (AUC=0.93 for diagnosis). Compared to controls, patients showed significantly increased between-individual variability across many (26%) sleep metrics. Although multiple clinical and cognitive factors were associated with NREM metrics, collectively they did not account for much of the general increase in patient-to-patient variability. Medication regimen was a greater contributor to variability. Some sleep metrics including fast spindle density showed exaggerated age-related effects in SCZ, and patients exhibited older predicted biological ages based on the sleep EEG; further, among patients, certain medications exacerbated these effects, in particular olanzapine. Collectively, our results point to a spectrum of N2 sleep deficits among SCZ patients that can be measured objectively and at scale, with relevance to both the etiological heterogeneity of SCZ as well as potential iatrogenic effects of antipsychotic medication.
... For this, we considered all data collected from the participants, irrespective of the timepoint in their disease progression. Effect sizes were measured as Glass' ∆ [32] for all 17 metrics. ...
... Sin embargo, cuando el estudio apunta a la diferencia entre grupos de casos y controles, se suele utilizar como desvío estandarizado el que corresponde al grupo de control. Se trata en este caso de la Δ (delta) de Glass (Glass, McGaw, & Smith, 1981). ...
En este trabajo se presenta una interpelación a lo que desde el siglo pasado ha sido para el mundo de las ciencias un elemento inapelable como es “la prueba de hipótesis”. La propuesta es justamente presentar una serie de problemas y soluciones a la cuestión de la prueba de hipótesis específicamente en el caso de la diferencia de medias en muestras independientes. Para ello nos concentraremos en abordar cuatro temas centrales que permitirán ofrecer alternativas prácticas que creemos podrán ser de utilidad para los investigadores cuando se topen con la necesidad de dar cuenta de la veracidad de sus trabajos. Estos son: el tamaño del efecto (muy en particular); la potencia de la prueba; la medida de creencia en la hipótesis nula y alternativa: factor de Bayes; el meta-análisis Seguramente todos estos temas juntos en un artículo parecen realmente demasiado. Pero justamente este es el desafío de este trabajo. Porque cada una de estas técnicas han ofrecido una respuesta a un problema puntual. Y el/la investigador/a en su trabajo se va topando con todos los problemas juntos y debe responder con un arsenal de técnicas con el que muchas veces no cuenta. Esperamos entonces que este trabajo contribuya a encontrar las herramientas necesarias para resolver esos problemas a la luz de la crisis de credibilidad reinante en las ciencias.
... An effect size of d-type can also be calculated or estimated from various inferential statistics, such as t-tests, F-ratios and/or associated p-values (exact or in relation to the preset alpha-levels), using an array of formulas (see, for example, Glass, McGaw, & Smith, 1981;Hedges, Shymansky, & Woodworth, 1989;. Regardless of what specific formula is used, the sample size of both groups (or at least a total number of participants to be arbitrarily split in the most likely proportions) must be available, and for non-signed statistics, the direction of the ...
This project addresses the intersection of
gender and information and communication technologies (ICT) as reflected in the primary research literature and in educational practices and policies of the Commonwealth, the USA and Scandinavian countries. The present final report on the project summarises the methodology and outcomes of two large-scale systematic reviews, namely:
1. a meta-analysis of empirical research on gender-based differences in perception and actual use of ICT in education; and
2. a systematic review of policy documents that address issues and solutions related to gender and ICT.
... Systematic reviews (SRs) and meta-analyses (MAs) were developed to identify, evaluate, and synthesize the results of different research studies, selected through a systematic search, to answer a specific and focused research question and they have been suggested to be the highest form of published evidence available to professionals (Guyatt et al., 2000). The term MA was first introduced by Gene Glass in the field of education in 1976 (Glass, 1976;Glass et al., 1981) and it quickly spread in medicine, psychology, and, more recently, in other areas of knowledge (e.g. Education). ...
Introduction
Concerns about the risk of bias (RoB) of Meta-analysis (MAs) have grown in parallel with the exponential increase in the number of publications in science. However, this has not been properly assessed in Education. The aims were to evaluate the RoB of MAs in Education and to identify potential predictors of a lower RoB.
Methods
Systematic review. Selection criteria were all MAs of experimental design evaluating the effectiveness of educational interventions on any academic outcome published from 1 January 2009 (year of publication of the first PRISMA guideline) published in English or Spanish, with the exclusion of those with other designs, evaluating other outcomes or not accessible to full text. A systematic search was performed in four databases (ERIC, Web of Science, Scopus, and PubMed) until March 2022. A preregistered protocol was used to extract data on study characteristics, PRISMA compliance, and RoB, based on the AMSTAR 2 instrument, and dichotomized as low vs. high RoB. The study selection and data extraction process were independently conducted by two researchers and disagreements were solved by consensus or by a third researcher. Statistical analysis: A flow-diagram and descriptive tables were tabulated. As a measure of association, odds ratios (OR) and its 95% confidence intervals were calculated by logistic regression analysis with dichotomized RoB as the dependent variable.
Results
A total of 69 meta-analyses of studies were identified. Almost 90% (n = 62) of them were rated with a critically low overall confidence level, and almost 70% (n = 49) had a high RoB. Factors related to a low RoB were adherence to PRISMA guideline (OR = 5.5; 95%CI: 1.8–16.6), the most recent studies (OR = 7.4; 95%CI: 1.5–35.3), a higher number of authors (OR = 1.4; 95%CI: 1.1–1.9), a corresponding author from a European country (OR = 3.7; 95%CI: 1.1–12.8), and publishing in the health educational area (OR = 13.4; 95%CI: 3.6–49.6).
Conclusions
Our study raises concerns regarding the methodological quality of published MA in Education. The use of instruments, such as AMSTAR 2 and PRISMA 2020, may improve the quality of future MA in Education.
... According to Glass (1981), a meta-analysis is a quantitative analysis that organizes a lot of information from a big sample using statistical methods in order to achieve certain goals. Meta-analysis is a statistical technique that focuses on effect size to analyze similar studies by previous researchers so as to obtain a quantitative combination of data. ...
The basis of the study is the idea that corporate social responsibility, or CSR, suggests that doing this kind of activity will help the company by establishing its reputation and generating positive community feedback. The purpose of the study is to determine how a company's financial performance is impacted by its commitment to Corporate Social Responsibility (CSR). This report includes research conducted in China, India, Indonesia, and Pakistan. This research indicates that Corporate Social Responsibility (CSR) activities lead to continual performance improvement. Using a meta-analysis methodology, this study investigates the connection between financial success and corporate social responsibility (CSR). Based on theoretical assertions and real facts from the literature, ascertain whether there is a favorable association between financial performance and corporate social responsibility (CSR). If the research results are specified correctly, researchers find that although Corporate Social Responsibility (CSR) does not have much positive impact on short-term financial performance, Corporate Social Responsibility (CSR) offers extraordinary long-term fiscal benefits.
... For dichotomous data, RR with 95% credibility intervals (CrI) [21] were used as statistics to evaluate the efficacy. Continuous data will be analyzed using mean difference (MD) with 95% CrI. ...
Background
Herpes zoster (HZ) is mainly characterized by intense pain and severe skin lesions, particularly during the acute phase, which seriously affects the patient’s quality of life. Acupuncture is a widely used and effective treatment for HZ. However, there are many types of acupuncture, which have different curative efficacy. This study employed a network meta-analysis (NMA) to assess and rank the clinical efficacy of different acupuncture therapies.
Methods
The database of Cochrane Library, Web of Science, PubMed, MEDLINE, Embase, China National Knowledge Infrastructure (CNKI), Chinese BioMedical Database, VIP Database, and Wanfang Database were searched from inception to December 31, 2022 to identify eligible randomized controlled trials (RCTs) of acupuncture related therapies in the treatment of acute HZ. The outcome indicators measured were visual analogue scale (VAS), date of cessation of herpes increase (DCHI), effective rate (ER), postherpetic neuralgia (PHN), and adverse events (AEs). Bayesian network meta-analyses were performed using the GeMTC package (version 1.0-1) and R software (version 4.2.3).
Results
A total of 59 RCTs with 3930 patients were included. The results of this NMA were as follows: compared with pharmacotherapy, electroacupuncture (EA) + pricking and cupping (PC) shown the best efficacy to improve VAS score and reduce DCHI. In terms of ER, EA + fire needle (FN) had the highest results of probability ranking. PC was more effective in reducing the incidence of PHN. Furthermore, this study shown that the incidence of AEs associated with acupuncture-related therapies was acceptable.
Conclusions
This study indicated that therapies related to acupuncture were both effective and safe in treating acute HZ, and could significantly reduce patients’ symptoms such as pain and skin lesions with fewer adverse events. Clinically, the selection of the appropriate therapy should be based on practical considerations. However, due to the limitations of this study, more high-quality trials are required to evaluate the efficacy and safety of acupuncture-related therapy for the treatment of acute HZ.
... This study uses a quantitative meta-analysis method because it uses calculations of numbers and statistics, to compile and extract so much information (Glass et al., 1981). Meta-analysis is a systematic study method accompanied by statistical techniques to calculate the conclusions of several research results (Dahlan, 2012). ...
Research on Brand Love has an important influence on interest in returning visits, and reveals various benefits for tourist attraction managers. This study aims to collect empirical evidence about the effectiveness of Brand Love in attracting tourists. A meta-analysis method, with calculated the effect size 33 publications from the results of the study between 2019-2023. The results show that Brand Love mediation in attracting tourists has a positive and high influence on return visits to a tourist attraction. Based on the analysis of mediator variables related to instructional characteristics, there were significant differences in the variables of the type of visit, the characteristics of tourists, and the type of Brand Love. However, moderator variables related to methodological characteristics did not have a significant moderating influence on revisiting interest. This research contributes to marketing management, in winning the interest of tourists to revisit a tourist spot through the role of brand love.
... Perhaps one still reported the number of significant results, but there was no quantitative description of an aggregate empirical result. In the next generation of Meta-analyses 1.0, the dominant goal was to compare the effects of psychotherapies (Glass et al., 1981) or the quality of personnel selection using test procedures (Hunter et al., 1982). ...
After a brief consideration of the development of meta-analyses as a joint discussion of results from a research area across development stages 0, 1, 2, it is concluded that the present form 2.0 is unsuitable to serve as a basis for theory building. Further development of this tool into a meta-analysis 3.0 is necessary for this purpose which requires the validity of the independent variables in the primary studies, the reduction of the error variance of the dependent variables, a stability of the effects over the primary studies and a quantitative comparison between observed and predicted effects in the primary studies. In the current meta-analyses 2.0, a concrete single-case approach creates the impression that mainly everyday ideas are investigated, which one would like to generalize to a population of other conditions. Furthermore, the results of the existing meta-analyses are either homogeneous and very small or heterogeneous. The procedure of a meta-analysis 3.0 is described in general and carried out hypothetically. The conclusion can be summarized as that meta-analysis 3.0 is indispensable as a tool for theorizing, and theorizing presupposes meta-analysis 3.0. The link between this interdependence is abduction as a research strategy.
The four primary questions addressed by the evaluation were: 1) Does the AZCOTT program influence the frequency of digital technology activities that teachers use with their students and that students perform in the classroom? 2) Does the program influence student performance of computer skills? 3) Does the program influence student self-reports of their technology skills? and 4) Does the program influence student self-reports of their use of technology for classroom activities? Also, investigated were the students’ ability to select appropriate software tools for given tasks and teacher attitudes toward the AZCOTT program.
This study aims to analyze the effectiveness of teaching methods to improve learning outcomes of Islamic education for elementary school students. Of 65 studies available, 20 were collected. The 65 studies were obtained from e-journals, advanced databases such as Google Scholar, DOAJ, ERIC, Springer, Elsevier and Research Gate. Of the 20 studies, the researcher found 41 data artifacts related to the learning outcomes of Islamic education for elementary school students after the implementation of teaching methods and processed using JASP software for meta-analysis. The learning outcomes of Islamic education in this meta-analysis study include students’ mastery of Islamic Education concepts, affective domain, and psychomotor domain. The results showed that the learning outcomes of students' Islamic education were more than cut score (75) because zcount (18.55) <ztable (1.96), which means H0 is accepted and Ha is rejected. It can be concluded that the teaching method is effective in improving students’ learning outcomes. This can be because each study has a different and small sample. Meanwhile, the range of scores reported also varies.
In light of rapid technological advancements, the vast amount of educational data generated on e-learning platforms has become a rich field for research and development in educational institutions. As a result, the field of Educational Informatics has emerged as an interdisciplinary domain combining education and informatics. This study aims to investigate the impact of artificial intelligence (AI) techniques in Educational Informatics through a meta-analysis of 27 studies conducted between 2020 and 2022. These studies specifically explored the effects of AI techniques, including learning analytics and educational data mining, on improving learners' performance. The findings revealed that learning analytics, as an AI technique, was the most frequently utilized in Educational Informatics, accounting for 92.6% of the studies. The overall effect size of AI techniques in this field was 0.66, with a standard error of 0.104 and a confidence interval ranging from 0.45 to 0.86. These results indicate a moderate and statistically significant effect of AI techniques in Educational Informatics on enhancing learners' performance. Based on these findings, the study recommends that educational institutions prepare for digital transformation, support data centers, and develop strategic plans in the field of Educational Informatics. Additionally, it suggests conducting further studies to explore the effectiveness of AI techniques, particularly learning analytics and educational data mining, on factors influencing learners' performance.
Aim: To develop and test a methodology for conducting a meta-analysis of studies on the mental state of Ukrainian students under martial law to determine and summarise their results. Materials and Methods: The developed methodology of meta-analysis involves: determining the criteria for inclusion/exclusion of materials published by Ukrainian researchers in February 2022 – April 2024; search, selection, and assessment of content and quality; selection and interpretation of interdisciplinary analytical and operational meta-analysis tools (the concept of Effect Zize and Standardised Index; Fixed- and Random-Effects Models; chi-square and Q homogeneity test; actor-observer asymmetry effect; standard PHQ-9 GAD-7 methods); assessment of statistical heterogeneity of research results; preparation of a meta-analytical report. Results: The search resulted in 135 articles on the issue. After the initial processing, 43 studies were selected for further analysis. They were structured and characterised according to the following criteria and features: types of research; time it was conducted; its authors; participants in sociological and experimental studies. The reflection of the dominant mental states (stress, anxiety, fear, depression, oppression, pessimism, confusion, apathy) in empirical, empirical-analytical, and experimental studies has been determined. The results of studies of mental states in the fields of medicine, psychology, etc.,have been characterised. A meta-analysis of studies that reflect the impact of mental states on students’ attitudes to the learning process and allow tracking the dynamics of changes in their mental reactions at different stages and phases of martial law in Ukraine and related to evacuation has been carried out. Conclusions: based on the results of the studies that became the subject of the meta-analysis, the general reactions that arose in students as a result of traumatic experience have been identified: stress, anxiety, fear, anger, guilt, shame, helplessness, etc. They had a corresponding impact on the effectiveness of their academic performance.
Our study employed a six-step meta-synthesis approach to understand quality aspects of virtual healthcare trajectories and identify effective strategies for older adults with preventable chronic conditions across the world. Review of twenty-one articles revealed four key themes: functionality of virtual healthcare, equity in service delivery, satisfaction with care, and cost-effectiveness. Despite the challenges posed by technological and clinical complexities, virtual healthcare initiatives have significantly improved accessibility and availability of health services, thereby reducing disparities. Notably, telehealth saved an average of 166-minutes of travel time, demonstrating a clear benefit of virtual healthcare. While all parties expressed satisfaction with virtual healthcare, several challenges were reported, including a digital divide, limited access to digital devices, absence of a multidisciplinary approach, and lack of rural-specific programs. Keywords ageing, chronic disease, preventative care, virtual healthcare, telehealth, models of care, quality framework What this paper adds • Our review extends understanding of the quality issues of virtual healthcare for older adults with preventable chronic conditions. • Benefits are evident, but technological and clinical complexities reduce the effectiveness of virtual healthcare. • Barriers include digital divide, limited access to digital devices, absence of a multidisciplinary approach, and lack of rural-specific programs. Applications of study findings • Our review suggests reducing technological complexities and improves digital literacy for successful implementation of virtual healthcare. • Our review highlights that it is important to identify the needs of older adults with preventable chronic conditions at different stages of their healthcare trajectories and to partner with these patients and their families to enhance effectiveness of virtual healthcare.
Our study employed a six-step meta-synthesis approach to understand quality aspects of virtual healthcare trajectories and identify effective strategies for older adults with preventable chronic conditions across the world. Review of twenty-one articles revealed four key themes: functionality of virtual healthcare, equity in service delivery, satisfaction with care, and cost-effectiveness. Despite the challenges posed by technological and clinical complexities, virtual healthcare initiatives have significantly improved accessibility and availability of health services, thereby reducing disparities. Notably, telehealth saved an average of 166-minutes of travel time, demonstrating a clear benefit of virtual healthcare. While all parties expressed satisfaction with virtual healthcare, several challenges were reported, including a digital divide, limited access to digital devices, absence of a multidisciplinary approach, and lack of rural-specific programs. Keywords ageing, chronic disease, preventative care, virtual healthcare, telehealth, models of care, quality framework What this paper adds • Our review extends understanding of the quality issues of virtual healthcare for older adults with preventable chronic conditions. • Benefits are evident, but technological and clinical complexities reduce the effectiveness of virtual healthcare. • Barriers include digital divide, limited access to digital devices, absence of a multidisciplinary approach, and lack of rural-specific programs. Applications of study findings • Our review suggests reducing technological complexities and improves digital literacy for successful implementation of virtual healthcare. • Our review highlights that it is important to identify the needs of older adults with preventable chronic conditions at different stages of their healthcare trajectories and to partner with these patients and their families to enhance effectiveness of virtual healthcare.
A CAF é uma substância com propriedades estimulantes, amplamente, utilizada pelos atletas. Contudo, a eficácia dessa substância em ambientes competitivos, em esportes coletivos, ainda carece de elucidação, visto que a maioria dos estudos nessa temática têm utilizado testes laboratoriais. Portanto, o objetivo do presente estudo foi analisar os efeitos da suplementação de CAF sobre o desempenho de jogo (partidas simuladas e oficiais) e salto vertical em esportes coletivos. A revisão sistemática, seguida de meta-análise foi realizada entre maio e junho de 2019 nas Pubmed/MEDLINE, EMBASE, Web of Science e SPORTDiscuss. Foram identificados 6485 registros que atendiam as palavras-chave utilizadas. Vinte e um estudos foram incluídos na revisão sistemática e 19 incluídos na meta-análise. Efeito significante foi observado em favor da CAF para: 1) a distância total percorrida durante simulações de jogos (Glass’s Δ = 0,44; 95%IC = 0,17 – 0,70; p<0.01), 2) o número de sprints realizados durante partidas simuladas (Glass’s Δ = 0,33; 95%IC = 0,06 – 0,59; p=0.02) e a altura do salto vertical (Glass’s Δ = 0,25; 95%IC = 0,09 – 0,41; p=0.02). A média de altura dos saltos verticais consecutivos, após o consumo de CAF, apresentou aumento, com tamanho do efeito pequeno (Glass’s Δ = 0,27; 95%IC = -0,04 – 0,57; p=0.08). O efeito combinado dos saltos verticais com os saltos verticais consecutivos demonstrou melhora após CAF (Glass’s Δ = 0,25; 95%IC = 0,11 – 0,39; p=0.0004). Os resultados sugerem que a suplementação de CAF é uma estratégia nutricional eficaz para melhorar o desempenho atlético em algumas tarefas específicas, relacionadas aos esportes coletivos. Futuros estudos, bem controlados com amostras maiores, explorando diferentes esportes coletivos, com distintos níveis de desempenho dos atletas e outras medidas de desempenho em jogo e atributos relacionados ao desempenho no esporte coletivo, são necessários para o avanço do conhecimento na temática.
ภูมิหลังและวัตถุประสงค์: การสังเคราะห์งานวิจัยด้านนวัตกรรมเพื่อพัฒนาทักษะการอ่านออกเสียงภาษาอังกฤษของนักเรียนระดับการศึกษาขั้นพื้นฐาน เพื่อรวบรวมองค์ความรู้เกี่ยวกับการใช้นวัตกรรมทั้งรูปแบบการจัดการเรียนรู้ และสื่อการสอนที่หลากหลาย เพื่อพัฒนาการอ่านออกเสียงภาษาอังกฤษ ซึ่งในการศึกษาครั้งนี้ผู้วิจัยได้สังเคราะห์งานวิจัยเชิงทดลองซึ่งเป็นงานวิจัยเชิงปริมาณ จึงจะทำให้ทราบถึงคุณลักษณะงานวิจัยที่ส่งผลให้ค่าขนาดอิทธิพลแตกต่างกันต่อไป การวิจัยนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาคุณลักษณะงานวิจัยเกี่ยวกับนวัตกรรมเพื่อพัฒนาทักษะการอ่านออกเสียงภาษาอังกฤษของนักเรียนระดับการศึกษาขั้นพื้นฐาน และ 2) เปรียบเทียบคุณลักษณะงานวิจัยที่มีต่อค่าขนาดอิทธิพลของงานวิจัยที่เกี่ยวข้องกับนวัตกรรมเพื่อพัฒนาทักษะการอ่านออกเสียงภาษาอังกฤษของนักเรียนระดับการศึกษาขั้นพื้นฐาน ระเบียบวิธีการวิจัย: งานวิจัยที่สังเคราะห์เป็นงานวิจัยเชิงทดลองที่ตีพิมพ์ตั้งแต่ปี พ.ศ. 2556-2565 จำนวน 30 เรื่อง โดยใช้แบบบันทึกคุณลักษณะงานวิจัยและแบบประเมินคุณภาพงานวิจัย ได้ค่าขนาดอิทธิพลจำนวน 119 ค่า ตัวแปรคุณลักษณะงานวิจัยแบ่งออกเป็น 3 ด้าน ได้แก่ ด้านการพิมพ์และผู้วิจัย ด้านเนื้อหาสาระงานวิจัย และด้านวิธีวิทยาการวิจัย ผลการวิจัย: (1) ด้านคุณลักษณะงานวิจัยพบว่า 1)ด้านการพิมพ์และผู้วิจัย งานวิจัยส่วนใหญ่ตีพิมพ์ในปี พ.ศ. 2561 ส่วนใหญ่เป็นงานวิจัยของมหาวิทยาลัยเชียงใหม่และมหาวิทยาลัยราชภัฏมหาสารคาม สาขาที่ผลิตมากที่สุดคือ สาขาหลักสูตรและการสอน มีจำนวนหน้าทั้งหมด 100–150 หน้า และมีจำนวนหน้าไม่รวมภาคผนวก 50–100 หน้า (2)ด้านเนื้อหาสาระของงานวิจัย พบว่า งานวิจัยมีการตั้งวัตถุประสงค์เพื่อการเปรียบเทียบมากที่สุด แนวคิด/ทฤษฎีที่ใช้มากที่สุดคือ แนวคิด/ทฤษฎีการอ่านออกเสียง ใช้ 2 แนวคิด/ทฤษฎี รูปแบบการจัดการเรียนรู้แบบโฟนิกส์ (3)ด้านวิธีวิทยาการวิจัย พบว่า งานวิจัยส่วนใหญ่มีการตั้งสมมติฐานแบบมีทิศทาง มีการตั้งสมมติฐาน 2 ข้อ มีการกำหนดตัวแปรตาม 1 ตัวแปร กำหนดตัวแปรต้น 1 ตัวแปร ส่วนใหญ่ใช้กลุ่มตัวอย่างในระดับชั้นประถมศึกษาปีที่ 1 ขนาดของกลุ่มตัวอย่างที่มีขนาด 11–30 คน ใช้วิธีการเลือกแบบเจาะจง ใช้แบบแผนการทดลองแบบ The one group pretest–posttest design เครื่องมือในการวิจัยส่วนใหญ่ใช้แบบทดสอบ และใช้เครื่องมือในการวิจัยจำนวน 2 ชิ้น หาค่าความเชื่อมั่นของ Kuder–Richardson ใช้ระยะเวลาในการทดลอง 11–20 ชั่วโมง ใช้สถิติ t–test dependent และผลการประเมินคุณภาพการวิจัยส่วนใหญ่มีคะแนนคุณภาพงานวิจัยอยู่ระดับคุณภาพดี (2) ด้านเนื้อหาสาระของงานวิจัย พบว่า ตัวแปรที่สามารถอธิบายความแตกต่างของค่าขนาดอิทธิพล มีทั้งหมด 7 ตัวแปร คือ 1) วัตถุประสงค์การวิจัย 2) แนวคิด/ทฤษฎี 3) จำนวนแนวคิด/ทฤษฎี 4) รูปแบบการจัดการเรียนรู้ 5) จำนวนรูปแบบการจัดการเรียนรู้ 6) สื่อการสอน และ 7) จำนวนสื่อการสอน ด้านวิธีวิทยาการวิจัย พบว่า ตัวแปรที่สามารถอธิบายความแตกต่างของค่าขนาดอิทธิพลได้ มีทั้งหมด 9 ตัวแปร คือ 1) ประเภทสมมติฐาน 2) จำนวนสมมติฐาน 3) ระดับชั้นของกลุ่มตัวอย่าง 4) ขนาดกลุ่มตัวอย่าง 5) กระบวนการสุ่มกลุ่มตัวอย่าง 6) การออกแบบการวิจัยเชิงทดลอง 7) จำนวนเครื่องมือ 8) ระยะเวลาการทดลอง และ 9) ประเภทสถิติที่ใช้ สรุปผล: การจัดการเรียนการสอนโดยใช้เทคนิคโฟนิกส์ ผู้เรียนเกิดการพัฒนาความสามารถในการอ่านออกเสียงได้อย่างเต็มความสามารถ ส่วนตัวแปรวัสดุและอุปกรณ์การสอนที่มีผลต่อการเรียนรู้ของนักเรียนสูงคือการใช้สื่อประสม หรือการใช้สื่อที่มีความทันสมัย ดึงดูความสนใจอีกทั้งยังเหมาะสมกับวัยของนักเรียน จะช่วยส่งเสริมให้ผู้เรียนเกิดการเรียนร
The present study aimed to investigate the research on permanence and efficacy of constructivist applications with the mixed-meta method. Mixed-meta method involves the investigation of research based on two dimensions to collect comprehensive quantitative (meta-analysis) and qualitative (meta-thematic analysis) data with a literature review. Quantitative studies were scanned based on certain criteria in certain databases and analyzed with the CMA 2.0 software. Moderator analyzes that included the course field, instruction level, application duration, and sample size variables in the studies that investigated the impact of constructivist approach on permanence were also conducted. The analyses revealed that the effect size of the studies and the relevant moderators on permanence was high. Qualitative studies were analyzed with the Maxqda 22 software in meta-thematic analysis. The findings revealed that constructivist approach themes included “contribution to personal development”, “technological contribution of the approach to learning”, “problems experienced during the applications” and “solution suggestions”. Thus, the qualitative findings demonstrated that the constructivist approach had a positive effect on permanence. The findings also demonstrated that the constructivist approach generally had a positive effect on various instructional levels, course fields, application durations and samples, and a good impact on permanence.
Este trabajo es la continuación del artículo sobre tamaño de efecto para diferencia de medias independientes, centrándose ahora en las diferencias de proporciones y tablas de contingencia con variables nominales y muestras independientes. La investigación estadística sobre proporciones desempeña un papel fundamental en una amplia gama de ámbitos científicos y sociales al proporcionar una valiosa comprensión sobre la distribución y la incidencia de fenómenos en una población específica. Más allá de evaluar la significación estadística de las pruebas es crucial considerar la relevancia práctica o clínica de los resultados, entendiendo la importancia del tamaño de efecto. En el caso de las proporciones, nos encontramos con una amplia variedad de estadísticos de tamaño de efecto disponibles, como el coeficiente Phi, V de Cramer, W de Cohen, Fei de Ben-Shachar, h de Cohen, riesgo relativo, odds ratio, entre otros. Esta diversidad puede generar desafíos al momento de seleccionar el estadístico más adecuado para analizar los datos. Por lo tanto, este trabajo se propone abordar esta problemática en detalle, explorando las características y aplicaciones de cada estadístico, y ofreciendo orientación sobre su selección según el contexto y los objetivos de la investigación.
This study aims to determine whether any authors have already found empirical evidence demonstrating whether or not E.I. is a component of transformative leadership. The success of TFL behavior may be greatly influenced by one's ability to perceive feelings within the context of emotional intelligence. We discovered that transformational leaders may be more attuned to the demands of their followers after reviewing studies. They can behave amiably with others who are following them, which enables them to comprehend what other people are experiencing. In a nutshell, the following is the question that we hope to address in this article: It is possible to build a contingency between E.I. and TFL? Precise definitions of the investigated variables were taken from the academic literature to undertake this particular research. Our research demonstrates a moderate relationship between EI and TFL behaviors in the research identified in scholarly literature.
Review research in management, like other research traditions, demands a methodological compass to advance coherent and credible knowledge claims. Yet, the established landscape of review research lacks a common framework for guiding and assessing its methodological rigor. We conducted an exploratory scoping review, analyzing a large sample of review articles published in the Journal of Management. The review focuses on reported practices dealing with five themes embedded within all review articles: their purpose, type, design, execution, and internal alignment. By comprehensively examining manifest practices, the review reveals crucial insights into the progress and evolving methods employed in management research reviews. Synthesizing those insights with existing conceptions of rigor, we present a conceptual framework including promising research directions on the methodological rigor of review articles.
This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.
The paper provides the basic concept of meta-analysis and its literature. We demonstrate how the meta-analysis is used in a practical approach and especially tends to the human dimension research technique. In the present scenario, social scientists have dared to improve how they access summarize and convey a reference to the health indicator used in health policy. Meta-analysis provides a systematic review of existing research using data from different field studies. Dynamic meta-analysis would ensure the policymaker uses the information and perform the best approximate analysis relevant to the context of new policy used for public health research, social science and life science. Especially in this paper, we analyze the definition of meta-analysis and discuss the various steps used in meta-analysis for analysis and use this interpretation to improve the health policy. We discussed the merits of meta-analysis and did the statistical analysis of the five countries of the pandemic Covid-19 from the total data for 2020 and 2021.
Body dissatisfaction is a global public health concern. Self-injurious thoughts and behaviours (SITB), including suicidal ideation, suicide attempts and non-suicidal self-injury (NSSI), have been documented as potentially significant correlates of body dissatisfaction. However, prior findings regarding associations between body dissatisfaction and SITB have been somewhat inconsistent. Therefore, this meta-analysis was conducted to determine the nature and strength of such associations in both clinical and non-clinical samples. A literature search identified 83 relevant articles and extracted 234 effect sizes. Using a three-level random-effects model, mean effect sizes (r values) for relationships between body dissatisfaction and suicidal ideation, suicide attempts, and NSSI in clinical samples were 0.29 (95% CI, 0.22-0.37), 0.16 (95% CI, 0.13-0.20) and 0.26 (95% CI, 0.19-0.34), respectively. In non-clinical samples, these values were 0.22 (95% CI, 0.16-0.28), 0.24 (95% CI, 0.17-0.30) and 0.22 (95% CI, 0.15-0.29), respectively. Several study features (e.g., participant age, geographic region and instrument validity) emerged as significant moderators. This meta-analysis provides robust support for body dissatisfaction as a significant correlate of SITB across clinical and non-clinical samples in addition to identifying study characteristics that contribute to effect size variability. Implications are discussed for SITB research, prevention and intervention.
This research literary study that discusses the meta-analysis that examined 17 national and international scale journals articles from 2009 to 2020. The data collection technique that will be analyzed is observation of journals based on the components of student skills. Based journals articles using the Contextual Teaching and Learning (CTL) learning model. The 17 journals articles average effect size value was 0.71 in the medium category, based on the educational level of the CTL model, the skills of students were more influential at the junior high school education level with an average effect size value of 0.952 in the large category compared to kindergarten, elementary, high school and university education levels. Based on the teaching materials used by the CTL model, students' skills are more influential in using solar system teaching materials with an average effect size value of 1.24 in the large category. As for the influence of the CTL model on student skills, the science process skills obtained are greater than critical thinking skills and creative thinking with an average effect size value of 0.816 in the large category.
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