With the rapid development of modern technology and its extensive application in education, China seeks to popularize education technology in K-12 classrooms. A recent meta-analysis by Ni and colleagues provided insights into the impact of educational technology on English reading achievement for Chinese English second language learners (ESLs) and compared different instructional models. The meta-analysis included 35 eligible studies which targeted Chinese K-12 participants conducted from 2000 to 2020 in Greater China. Five learning models were classified in the study: The multimedia-transmission model (k=11) is a teacher-centred model using computer-assisted multimedia instruction (e.g., music, videos). The comprehensive model (k=8) incorporates technology into the core curriculum which integrates computer or mobile-assisted instruction into non-technology-based classroom activities. For example, using digital dictionary apps for a vocabulary memorizing competition in the class. Supplementary activities (k=5) involve supplementary learning activities performed outside the classroom. The integrated online-learning system (k=5) is a learning management system...

The Every Student Succeeds Act (ESSA) requires schools and districts to use evidence-based programs to improve outcomes for students. Thus, to understand how this requirement informs decision-making regarding the selection of curricular programs, in her study, Yoshizawa observed meetings and conducted interviews with practitioners in three different school districts in one state. The state education agency provided school districts with access to optional professional development on using tools such as Evidence for ESSA and the What Works Clearinghouse (WWC). Additionally, school districts received a handbook that explained how to document their reform initiatives and justify decisions using research. The study found that the district- and school-level practitioners used the tools suggested by the state education agency but made decisions regarding curricular purchases in nuanced ways. Practitioners used their own background knowledge regarding program effectiveness and weighed it against evidence. Additionally, they drew from different understandings of what constitutes evidence and...

Augmented reality (AR) technology emphasizes superimposing virtual information over the real environment to create a new context of learning.  Studies and research about the impact of using augmented reality (AR) continue to grow in number in the educational sector. By including a total of 134 (quasi-)experiment studies from 2012 to 2021, Chang and colleagues conducted a meta-analysis to investigate the impact of AR on three levels of learning outcomes: Response outcome: learners’ self-reported attitude to the AR learning environment, e.g., satisfaction, motivation, or perception of usefulness Knowledge and skill outcome: involves assessment tools to measure learners’ understanding and skills, e.g., literacy, numeracy, or reasoning. Performance outcome: how learners apply and transfer what they learned to the authentic situation, e.g., conduct scientific enquiry or operate a simulated medical survey. Results of the meta-analysis included: Comparing AR with non-AR, positive impacts of AR instruction were found on response outcome (g=+0.49), knowledge and...

A recent study by Wolf and Harbatkin examined the difference in terms of effect sizes between types of measures. To be considered in this review, the studies had to be carried out on reading, STEM, or behavior topics using randomized or quasi-experimental designs and be part of the What Works Clearinghouse repository. A total of 373 studies with 1553 effect sizes were included in the review. The measures used in each study were then classified in four categories: Independent broad: when the measure was not created by the same researchers/developers who conducted the study or designed the program and was intended to evaluate student achievement in a subject. Independent narrow: similar to the previous one but included measures intended to evaluate specific elements of a subject area. Non-independent developer: when the measure was created by the developer of the program under evaluation. Non-independent researcher: when the measure was created by...

A recent meta-analysis by Zhang and colleagues evaluated the effectiveness of school-based mental health interventions on depression and anxiety outcomes. The meta-analysis included 29 studies evaluating 32 programs implemented in kindergarten through 12th grade. Most studies took place in Australia (41%) and the United States (28%). The study found that: Overall, interventions reduced depression and anxiety (ES=+0.24, p=0.002). Interventions administered in secondary schools had statistically significant mean effect sizes of +0.42 (p=0.006), while those administered at the elementary level did not produce significant results (ES=+0.06, p=0.547). Interventions with cognitive behavioral therapy elements significantly reduced the outcome of interest (ES=+0.33, p=0.002). Cognitive behavioral therapy can be implemented in clinical and school settings to help individuals learn to shift thinking and behavior patterns to better cope with issues such as depression and anxiety. With a growing need to address the mental well-being of youth, the findings from this study suggest programs that...

A recent meta-analysis published in the Journal of Research on Educational Effectiveness studied the effects of PreK-12 mathematics interventions in the U.S. from the 1990’s to 2017 with the aim of examining the characteristics of the studies that contribute to the effect heterogeneity. The criteria to select the studies were broad in order to do a comprehensive review of randomized studies on mathematics intervention, written in English, and conducted in the U.S. Therefore, the authors included studies with different methodological qualities (e.g., types of measure, attrition rate, baseline equivalence) and attempted to control for these factors in the analysis. A total of 191 studies met the inclusion criteria, with a mean effect size of +0.31. There was substantial heterogeneity, with a 95% prediction interval (range of 95% of true effect sizes) of -0.60 to +1.23. To explain the heterogeneity, the authors tested blocks of moderators. After testing each block independently,...

Li and colleagues recently conducted a meta-analysis to investigate the effects of blended learning on K-12 students’ performance. In recent years, blended learning has become increasingly popular in K-12 education especially after the impact of COVID-19. Blended learning, also known as mixed or hybrid learning, refers to the combination of traditional face-to-face and online learning. In this meta-analysis, online learning is defined as any formal education program in which part of the instruction and content were delivered to students online with some element of student control over time, place, path, and/or pace. A total of 84 studies with 112 effect sizes published from 2000 to 2020 met the inclusion criteria. Overall, compared to face-to-face learning only, the blended learning method showed a larger effect (ES = +0.65) with substantial heterogeneity. Effects were significantly different among various student outcomes domains. The cognitive domain (e.g., exam scores, ES = +0.74) was the...

A recent study published in the Social Sciences & Humanities Open journal provides guidance on how to manage differential alignment between outcome measures and education interventions. When conducting research in natural settings, researchers try to reduce bias by accounting for influence of study artifacts such as measurement errors or implementation problems. Not only artifacts, but other factors will also influence the magnitude of effects. One such factor is the content alignment between programs and outcomes measures. Use of researchers-developed measures usually associated with larger effect sizes if the researchers-developed measures are overaligned to the treatment. Accounting for problem of program-outcome overalignment, and the resulting propensity for magnified effect sizes, the authors propose a process of quantifying differential alignment that differs from other researchers’ approach, as it does not rely on item-level of measures but rather extracts information based on program contents of treatment conditions and assessments. The differential alignment primarily...

The Covid-19 pandemic interrupted student learning to various extents in the past two years. Many studies demonstrate that tutoring programs where students receive small-group or one-to-one academic support are effective in improving academic achievement. However, there are few reviews that summarize the evidence on these programs’ implementation. A group of researchers at Brown University conducted a systematic review of 40 studies to synthesize how tutoring is implemented and experienced. This review provides three findings: There are five conceptualizations of tutoring in the reviewed studies, which are not mutually exclusive: Tutoring is aimed at facilitating the development of academic skills and cultivation of positive attitudes toward learning; Tutoring is innovative in that it redistributes power and instructional roles; Tutoring scaffolds pre-service teachers getting prepared for classroom instruction; Tutoring serves as a marketplace where tutors compete to provide accessible tutoring resources of high quality; Tutoring services can better cater to students’ and...