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What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
ARTICLE

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TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications.

Citation

Kyriakides, L., Christoforou, C. & Charalambous, C.Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 143-152. Elsevier Ltd. Retrieved September 20, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.010

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