Reliability Generalization Meta-Analyses in Mathematics Education Research: A Research Synthesis

• In Event: STEM Education Research Through the Lens of Systematic Review

Abstract

The purpose of this systematic review was to characterize the implementation of reliability generalization meta-analytic (RGM) practices within mathematics education-related empirical research. An exhaustive literature search was conducted to locate studies related to mathematics education. Of the RGM studies, 85.5% (N=9184) of the articles examined across studies had no mention of reliability or simply cited previously reported reliabilities. Of the 24 included studies, 5 (20.83%) applied a random effects model, 2 (8.33%) used a fixed effects model, and the majority (17 or 70.83%) did not indicate which model was applied in the meta-analysis. The results of the present study will impact future studies to support the efficacy of interventions in mathematics education by improving the reliability of study outcomes.

Authors

• Ashley M Williams, Texas A&M University

• Jamaal Young, Texas A&M University