A Meta-Analysis of the Effectiveness of Small-Group Instruction Compared to Lecture-Based Instruction in Science, Technology, Engineering, and Mathematics (STEM) College Classes

科学、技术、工程和数学 (STEM) 大学课程中小组教学与讲座式教学有效性的荟萃分析

• 批准号: 0815692
• 负责人: Sema Kalaian
• 金额: $ 24.93万
• 依托单位: Eastern Michigan University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2011-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0815692&HistoricalAwards=false
• 关键词: Meta; Analysis; Effectiveness; Small; Group

This project is a meta-analysis of active learning versus lecture-based instruction in higher education using multi-level methods to estimate both the weighted average effect size and its associated variance from experimental and comparative undergraduate STEM education research studies. It also models the heterogeneity in these effect sizes by including coded predictor variables such as: effectiveness, gender differences, ethnic differences, outcome measures, and explanatory moderator variables (achievement, persistence, and attitudes). Selected studies and their analyses include a focus on each discipline and the grouping of all STEM disciplines. Publication-bias is performed via forest plots and funnel plots and a sensitivity analysis is done by comparing two or more meta-analyses calculated using different assumptions regarding the primary studies.

本项目是对高等教育中主动学习与基于讲座的教学进行的荟萃分析，使用多层次方法来估计来自实验和比较本科STEM教育研究的加权平均效应大小及其相关方差。它还通过包括编码预测变量，如：有效性、性别差异、种族差异、结果测量和解释性调节变量（成就、坚持和态度），对这些效应大小的异质性进行建模。选定的研究及其分析包括对每个学科的关注和对所有STEM学科的分组。通过森林图和漏斗图进行发表偏倚，通过比较两个或更多的元分析来进行敏感性分析，这些元分析使用关于主要研究的不同假设进行计算。