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A Meta-Analytic Review of Social Studies Intervention for Secondary Students’ Learning

Sat, April 26, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 4

Abstract

This meta-analysis aimed to examine the effectiveness of social studies interventions on secondary students' content acquisition, reading comprehension, and writing in social studies. Following a typical meta-analysis procedure, we employed the random-effects robust variance estimation (RVE) method. The analysis included 68 studies with 76 independent samples and 146 effect sizes for students in Grades 6 to 12. The findings revealed that social studies interventions produced a positive, medium effect size (ES = .538) on students' learning compared to business-as-usual instruction. Moderator analyses were conducted considering several study features: grade level, domain, intervention characteristics, measured constructs, and study quality. We found that social studies interventions are more effective for content acquisition and writing than for reading comprehension.

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