A meta-analysis of video-viewing as teacher professional development: Impact on student achievement

• In Event: Examining the Impact of Virtual and Video-Based PD on Teacher Growth

Abstract

Despite widespread use of video-based professional development (PD) for teachers, its quantitative impact on student achievement remains understudied. This meta-analysis synthesises experimental evidence from 9 studies (285 teachers and 3835 students), which reveals a small-to-medium positive effect of video-based PD on student achievement (Hedges’ g = 0.211). This result validates video-based PD’s role in bridging teacher learning and student achievement, although disciplinary of studies may skew towards language subjects and geographical bias could limit generalisability. Key design features were identified, including iterative cycles, coaching, collaboration among colleagues and long duration, while overreliance on self-recorded videos may limit exposure to diverse practices. Future studies shall strengthen the causal claims and gauge moderating design features by incorporating more databases.

Authors

• Pengjin Wang, University of Hong Kong

• Kexin Li, University of Hong Kong

• Gaowei Chen, University of Hong Kong