Tag: Systematic review

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Language Development Maths and Science Learning Primary School Education

A systematic review and meta-analysis of ECEC process and structural quality and early primary academic competences

A protocol-guided systematic review and meta-analysis examined how components of early childhood education and care (ECEC) quality relate to children’s language and mathematics competences in the first two grades of primary school. 17 peer-reviewed studies met inclusion criteria, and 11 provided effect sizes for quantitative synthesis. The review addressed two questions: (1) To what extent do process and structural quality show direct associations with academic competences in grades 1 and 2, and do component-specific differences emerge across teacher–child relationships, interaction quality, classroom organization, instructional support, and pre-academic activities. (2) Do these associations vary across sample type, continent, or study quality when individual study characteristics are considered.

A meta-analytic approach was used to estimate pooled correlations. ECEC quality was operationalized as process quality and structural quality. Process quality included student–teacher relationships rated with the Student–Teacher Relationship Scale and observed interaction quality with the Classroom Assessment Scoring System, as well as classroom organization, instructional support, and targeted pre-academic activities in language and mathematics. Structural quality included class size, child–teacher ratio, teacher qualification, and global environment ratings. Academic competences were assessed with standardized tests or teacher reports in language and mathematics during grades 1 and 2.

Findings showed a small positive pooled association between student–teacher relationships and interaction quality and later academic competences (k = 8, N = 9,896, Δ = .11, p < .001, 95% CI [.05, .18]). Heterogeneity was high (Q = 40.91, p < .001; I² = 77.70%). Subgroup contrasts by continent, sample type, and study quality were not statistically significant. Pre-academic activities and supports also showed a small positive pooled association (k = 4, N = 1,856, Δ = .07, p < .001, 95% CI [.02, .11]) with negligible heterogeneity (Q = 1.07, p > .05; I² = .01%). Structural quality showed a pooled association that was not statistically significant and was highly heterogeneous (k = 3, N = 17,804, Q = 44.96, p < .001; I² = 93.94%). Publication bias tests suggested no small-study effects for the process and pre-academic models, while funnel asymmetry and a significant Egger test indicated bias for the structural model. At the study level, results were mixed. Some analyses linked closeness in kindergarten to later reading and linked teacher certification specific to early childhood to higher grade-1 reading and mathematics, while many associations for class size and child–teacher ratio were null.

This evidence base offers practical guidance for improving early learning trajectories. It underscores the importance of strengthening teacher–child relationships, enriching interaction quality, and implementing purposeful pre-academic activities that support early literacy and foundational mathematics. Structural inputs remain important as enabling conditions, yet clearer and more consistent measurement is needed to establish their longer-term academic links. The findings support professional development that targets relational competencies, classroom organization, and instructional support, together with careful design and implementation of pre-academic practices to promote equitable and effective learning outcomes.

 

Source (Open Access): Rademacher, A., Bäker, N., von Düring, U., Hiltunen, V., & Goagoses, N. (2025). The effects of early childhood education and care quality on academic competences in early primary school: A systematic review and meta-analysis. European Journal of Psychology of Education, 40(4), 1-31.

https://doi.org/10.1007/s10212-025-01005-w… Read the rest

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Effective Teaching Approach K-12 Education

The learning styles paradox: Persistent appeal despite unsupported evidence

A puzzling paradox exists in education: even though many studies show that aligning teaching methods to students’ preferred learning styles (e.g., visual or auditory) has little impact on learning achievement, learning styles persistently emerge in educational discourse and research. A recent review that synthesized evidence from 17 meta-analyses explored why learning styles repeatedly resurface and provided an explanation for their persistent appeal.

The review identified a critical distinction between two sets of meta-analyses: (1) matching meta-analyses, which tested if matching teaching methods with students’ learning styles improved learning outcomes, and (2) correlational studies, which examined the relationship between students’ learning styles and learning outcomes. Results showed that the matching studies yielded a very small effect size (d = +0.04), providing evidence for the minimal benefit of aligning teaching methods with students’ learning styles. Moreover, while correlational meta-analyses looking at effects on student achievement produced an average correlation of r = +0.24, these correlations did not clarify causality or the direction of effects. In addition, across both sets of meta-analyses, the broad and inconsistent usage of learning styles blurred the line between learning styles and learning preferences or strategies.

The authors discussed that instead of simply relying on learning styles, effective teaching should focus on adaptable, evidence-based strategies that support learning. Students learn most effectively when they develop cognitive and metacognitive strategies suited to specific task demands, rather than relying on their preferred learning styles.

 

Source (Open Access): Hattie, J., & O’Leary, T. (2025). Learning styles, preferences, or strategies? An explanation for the resurgence of styles across many meta-analyses. Educational Psychology Review, 37(2), 31. https://doi.org/10.1007/s10648-025-10002-w… Read the rest

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Achievement Educational Administration and Leadership Primary School Education

Unlocking student potential: How self-regulated learning boosts elementary success

A recent systematic review examined the impact of self-regulated learning (SRL) interventions in elementary classrooms, where foundational learning habits are established. SRL refers to students’ ability to set goals, monitor progress, and adjust strategies. These skills are associated with increased focus, persistence, and academic achievement.

The review synthesized findings from 10 studies published between 2008 and 2022 in Germany, Portugal, Spain, and Estonia. Nearly 3,000 students in grades 3 to 6, ages 8 to 16, participated. Researchers assessed both SRL skill development and academic outcomes, particularly in math and writing.

All 10 studies reported improvements in students’ self-regulation skills, with effect sizes ranging from +0.20 to +0.67. Four of the six studies that measured academic performance found gains in math or writing, though effect sizes were generally smaller than those observed for SRL outcomes. Effective programs were typically delivered by classroom teachers and incorporated guided practice, reading, and peer discussion. Motivation played an important role, with more engaged students benefiting the most. The findings suggest that embedding SRL strategies into daily instruction may be a valuable way to support student success.

 

Source (Open Access): Olid-Luque, M., Ayllón-Salas, P., Arco-Tirado, J. L., & Fernández-Martín, F. D. (2025). Impact of self-regulated learning programs in primary education: A systematic review. Psychology in the Schools, 62(3), 734–755. https://doi.org/10.1002/pits.23352… Read the rest

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Educational Administration and Leadership Kindergarten Primary School Education Social and Motivational Outcomes

To whom do results of SEL programs apply?

For decades, education experiments and meta-analyses have focused on how effective an intervention is on average. However, this assumes that the same effect is expected with all students and in all contexts, which educators know is unrealistic. The effectiveness of an intervention can vary depending on factors such as student characteristics, how the program is delivered, or its duration. More recently, there has been a shift toward designing experiments that clearly identify which populations results can be generalized to, helping practitioners better understand what effects to expect.

A recent review by Tiffany Jones and colleagues explored to what extent ethnic diversity of students was represented in studies evaluating SEL programs and which SEL programs benefitted ethnic minorities. They analyzed 97 experimental studies on school-based interventions listed in the CASEL framework, focusing on U.S. students aged 3-11.

The review found that ethnicity was not reported for 18% of students in these studies. Among those with reported data, White students were the most represented group (35%), followed by African American (28%) and Hispanic (23%), with less than 5% belonging to other ethnicities. Of the 69 trials that included a mix of ethnicities, only 13 investigated effects by ethnic group. Results showed that seven SEL programs had proven benefits for Black students, while four benefitted Hispanic students. These findings were based on studies that either focused on a single racial group or showed positive effects for a specific subgroup.

The authors concluded that most of the trials did not adequately consider the role of ethnicity in their evaluations, and that more research is needed to understand how SEL programs impact racial minority groups.

 

Source (Open Access): Jones, T. M., Kim, B.-K. E., Fleming, C. B., Deng, J., Duane, A., Gavin, A. R., & Shapiro, V. B. (2025). To whom do these results apply? Assessing evidence for the generalizability of social and emotional learning programs among specific racial and ethnic groups. Review of Educational Research, 00346543241310184. https://doi.org/10.3102/00346543241310184… Read the rest

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Kindergarten Primary School Education Programme Evaluation

The effects of meta-cognition interventions on learning outcomes

Developing organized habits of communication and behavior is a key milestone for children and adolescents. Meta-cognitive skills such as planning, self-reflection, and behavioral adjustment are closely linked to academic success. Fortunately, targeted interventions have been shown to enhance these skills while also improving students’ motivation, learning strategies, and educational outcomes.

A systematic review evaluated 349 effect sizes from 67 meta-cognitive intervention studies conducted between 2000 and 2024. These studies examined interventions for preschool and elementary school children across subjects such as language, mathematics, science, and social studies. While research included a range of age groups, most studies focused on upper elementary students and were conducted in real classroom settings, primarily in Europe and North America.

Findings showed that meta-cognitive interventions had a positive impact on self-regulated learning and academic achievement, with an overall effect size of g = +0.48. The strongest improvements were in meta-cognitive skills, learning strategies, and executive functions. However, the interventions did not significantly impact self-efficacy or motivation orientation. Researchers suggest that as children develop better self-awareness, they may temporarily lose confidence as they reassess their abilities, which could explain the lack of measurable gains in motivation.

For kindergarten and elementary school teachers, a particularly noteworthy takeaway is that meta-cognitive interventions can be seamlessly integrated into regular academic tasks. Strategies such as modeling, prompting, and providing constructive feedback help students improve their thinking and problem-solving skills without requiring separate lessons. By using these techniques flexibly, teachers can support students’ long-term academic success and overall development.

 

Source (Open Access): Eberhart, J., Ingendahl, F., & Bryce, D. (2024). Are metacognition interventions in young children effective? Evidence from a series of meta-analyses. Metacognition and Learning, 20(1), 7. https://doi.org/10.1007/s11409-024-09405-x… Read the rest

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Educational Administration and Leadership K-12 Education

A systematic review on how teachers support students self-regulated learning

Self-regulated learning (SRL) helps students take charge of their own learning by planning, monitoring, and adjusting their efforts, yet many teachers struggle with how to effectively teach and support SRL in their daily instruction.  In a 2020 article, researchers from Germany and the Netherlands suggested two practical strategies: the direct approach, where teachers explicitly teach SRL skills—such as showing students how to set goals, use strategies, and reflect on their progress—and the indirect approach, where teachers create a classroom environment that encourages SRL through group work, real-life problem-solving activities, and engaging challenges.

The researchers analyzed 17 observational studies of teacher-student interactions in K-12 classrooms, conducted between 1990 and 2019, to better understand how SRL is supported in practice. The findings revealed that while many teachers naturally foster SRL by creating supportive environments, they often focus more on teaching cognitive skills (like memorization or problem-solving) and less on metacognitive skills (like planning and self-reflection). Planning is frequently overlooked. Without direct guidance, even the most supportive learning environments may not lead to better SRL outcomes—and in some cases, they may even hinder progress.

To help students succeed, teachers can take simple but effective steps: clearly explain how and why SRL strategies work, provide regular opportunities for students to practice planning and reflecting, and design lessons that encourage active engagement. For example, teachers might start by modeling how to break down a complex task into smaller steps, then have students work in groups to solve a real-world problem while reflecting on their progress. By combining clear instruction with a supportive classroom environment, teachers can empower students to become more independent and confident learners. These insights, drawn from decades of classroom research, offer practical guidance for educators looking to integrate SRL into their teaching practices.

 

Source (Open Access): Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0… Read the rest