A Computer-Based Meta-Analysis of the Effects of Modern Mathematics in Comparison with Traditional Mathematics

Athappilly, Kuriakose; Smidchens, Uldis; Kofel, John W.

doi:10.2307/1164053

Cited by 2 publications

(2 citation statements)

References 6 publications

(8 reference statements)

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“…Marzano is critical of what he describes as the 'brand name' approach in meta-synthesis where very broad categories of educational approaches represent the popular labels that are sometimes given to quite complex interventions with a range of salient features or 'active ingredients'. As an example, he cites a meta-analysis conducted by Athappilly et al (1983) and included in Fraser et al (1987) where one 'brand name' used is 'modern math' but where a number of different components contribute to an aggregated effect size. Features in 'modern math' such as the 'use of manipulatives' that had an effect size of 0.51, could be distinguished from 'direct instruction in concepts and principles' that had an effect size of 0.35 and was different from 'use of an inquiry approach' that had an effect size of only 0.04.…”

Section: Meta-analysis and Meta-synthesismentioning

confidence: 99%

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Higgins

2016

Review of Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits Steve Higgins Durham Universitys.e.higgins@durham.ac.uk Abstract Meta-analysis, or quantitative synthesis, is the statistical combination of research findings. It can identify whether an intervention or approach, on balance, is effective or not, and can explain variation in findings by identifying patterns associated with larger or smaller effects across studies. It is now more widely applied in medicine and psychology, even though the term was first used in education, and the underpinning statistical ideas date back seventy years or so. This review traces the development of meta-analysis in education and the history of meta-meta-analysis or 'metasynthesis' in more detail, where the temptation is not just to draw conclusions about similar studies, but to aggregate findings across meta-analyses to understand the relative benefits of different approaches on educational outcomes. A final section presents the rationale for the Sutton-Trust -Education Endowment Foundation Teaching and Learning Toolkit, which aims to present accurate and accessible findings from research studies which are sufficiently applicable to inform professional decision-making and action in schools, as an example of a current 'metasynthesis' for education.

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Section: Meta-analysis and Meta-synthesismentioning

confidence: 99%

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Higgins

2016

Review of Education

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“…four methods of individualizing Mathematics instruction (Hartley, 1977); racial desegregation (Krol, 1979); class size (Glass & Smith, 1979); modern versus traditional mathematics instruction (Athappilly, 1980); cognitive levels of teachers' questions (Redfield & Rousseau, 1981); peer tutoring (Cohen, Kulik & Kulik, 1982); ability grouping of secondary school students . The use of meta-analysis has not, however, been without controversy.…”

Section: Explicationmentioning

confidence: 99%

Meta‐analysis: an explication

Fitz‐Gibbon

1984

British Educational Res J

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Meta-analysis, as developed over the last few years by Glass and others, is a quantitative method for synthesising research results. Its use is illustrated here by means of examples ranging from irreproachable to dubious. Being simple to use and easily understood, meta-analysis will undoubtedly become popular and this increasing use may well bring about some notable changes. The well-controlled, small-scale experiment is likely to become more important and better use will be made of many existing research reports, reports which can now be dusted off and incorporated into meta-analyses. Because meta-analysis focuses on how much difference something makes (the magnitude of an effect) and not on whether or not the difference was statistically significant at a pre-specified level, its use encourages a more scientific approach to the interpretation of quantitative results. It also offers some hope that we might eventually have a clearer idea of the conditions under which research findings can be generalised. Progress in this direction will require mutual support between quantitative and qualitative research methods.

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A Computer-Based Meta-Analysis of the Effects of Modern Mathematics in Comparison with Traditional Mathematics

Cited by 2 publications

References 6 publications

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Meta‐analysis: an explication

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