A Meta-Meta-Analysis: Methodological Aspects of Meta-Analyses in Educational Achievement.

Autor/inn/en	Sipe, Theresa Ann; Curlette, William L.
Titel	A Meta-Meta-Analysis: Methodological Aspects of Meta-Analyses in Educational Achievement.
Quelle	(1996), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Effect Size; Elementary Secondary Education; Higher Education; Hypothesis Testing; Literature Reviews; Meta Analysis; Outcomes of Treatment; Research Methodology; Sample Size + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hypothesenprüfung; Hypothesentest; Meta-analysis; Metaanalyse; Research method; Forschungsmethode
Abstract	Selected methodological characteristics of meta-analyses related to educational achievement are reviewed in an exploration of the practice of meta-analysis and the characteristics of meta-analyses related to educational achievement, as well as possible relationships among background, methodological and substantive characteristics, and effect sizes. A literature search identified 1,197 documents, of which 694 were retrieved as pertinent. Using only meta-analyses published after 1984, 103 published meata-analyses were selected as having met study criteria. The most frequent type of meta-analysis was that of treatment effectiveness. Hypothesis and theory testing did not appear as frequently as descriptive research. Many primary research articles did not include sample size, precluding the computation of effect size. Many details of the search procedures in meta-analyses were not included, and fewer than 40% of the authors reported some kind of homogeneity of effect size testing. Overall, results suggest that researchers are not exploiting the full capabilities of meta-analytic techniques. Appendix A lists meta-analyses included in the study, and Appendix B lists those specifically excluded. (Contains 6 tables, 10 figures, and 38 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC