Meta-Analysis of the Influence of Experimental Design on Effect Size in Peer Tutoring Research Outcomes in Elementary, Middle, and High School Settings

• In Event: New Developments in Cooperative Learning Theory and Research

Abstract

A meta-analysis was undertaken on a form of cooperative learning, peer tutoring. The effects of experimental design on outcomes were explored, as measured by Effect Size (ES). 185 studies were included in the meta-analysis. Highest ES were reported for quasi-experimental studies. ES reduced as experimental design moved from single pre-test factor matched, to multiple-factor matched randomized controlled trials. ES reduced when designs used standardised, rather than self-designed measures, The implications for future meta-analyses and research in cooperative learning are explored.

Authors

• Allen Thurston, Queen's University Belfast

• Mirjan Zeneli, Neuro Partners

• Cary J. Roseth, Michigan State University

• Sarah Miller, Queen's University - Belfast