The effectiveness of team-based learning on academic outcomes: A meta-analysis.

2017 ◽  
Vol 3 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Sin-Ning Cindy Liu ◽  
A. Alexander Beaujean
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Team Based Learning

Meta-Analysis of Youth Mental Health and Academic Outcomes

2009 ◽  
Author(s):  
Chris Slaten ◽  
Thomas W. Baskin ◽  
Jaquaye L. Glover ◽  
Carey Sorenson
Keyword(s):  
Mental Health ◽  
Academic Outcomes ◽  
Meta Analysis ◽  
Youth Mental Health

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes

2021 ◽  
Vol 34 ◽  
pp. 100407
Author(s):  
Carlton J. Fong ◽  
Megan R. Krou ◽  
Karen Johnston-Ashton ◽  
Meagan A. Hoff ◽  
Shengjie Lin ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Study Strategies ◽  
Learning And Study Strategies

scholarly journals Detailed data about a forty-year systematic review and meta-analysis on nursing student academic outcomes

Data in Brief ◽  
2021 ◽  
pp. 107298
Author(s):  
Valeria Caponnetto ◽  
Angelo Dante ◽  
Vittorio Masotta ◽  
Carmen La Cerra ◽  
Cristina Petrucci ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Outcomes ◽  
Nursing Student ◽  
Meta Analysis ◽  
Detailed Data

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Meta-analysis on the effectiveness of team-based learning on medical education in China

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Minjian Chen ◽  
Chunhui Ni ◽  
Yanhui Hu ◽  
Meilin Wang ◽  
Lu Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Meta Analysis ◽  
Team Based Learning ◽  
Education In China

scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis

2019 ◽  
Vol 89 (6) ◽  
pp. 875-916 ◽  
Author(s):  
Sung won Kim ◽  
Hyunsun Cho ◽  
Lois Y. Kim
Keyword(s):  
Socioeconomic Status ◽  
Developing Countries ◽  
Academic Outcomes ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Developed Countries ◽  
Industrialized Countries ◽  
And Gender ◽  
Meta Analyses ◽  
K 12

Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countries. This study is the first meta-analytic effort, to the best of our knowledge, to focus on developing countries. Based on 49 empirical studies representing 38 countries, and a sample of 2,828,216 school-age students (grades K–12) published between 1990 and 2017, we found an overall weak relation between SES and academic outcomes. Results for attainment outcomes were stronger than achievement outcomes, and the effect size was stronger in more economically developed countries. The SES-academic outcome relation was further moderated by grade level and gender. There were no differences in the strength of the relation by specific SES measures of income/consumption, education, and wealth/home resources. Our results provide evidence that educational inequalities are wider in higher income countries, creating a serious challenge for developing countries as they expand school access.

Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

2015 ◽  
Vol 28 (1) ◽  
pp. 119-144 ◽  
Author(s):  
Virginia M. C. Tze ◽  
Lia M. Daniels ◽  
Robert M. Klassen
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
The Relationship
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