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

本项目是一项关于高等教育中主动学习与讲授教学的元分析，采用多层次方法从实验和比较本科STEM教育研究中估计加权平均效应大小及其相关方差。它还通过包括编码的预测变量来模拟这些效应大小的异质性，例如：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)。选定的研究及其分析包括对每个学科的重点和对所有STEM学科的分组。通过森林地块和漏斗地块进行发表偏倚，通过比较两个或两个以上使用关于主要研究的不同假设计算的荟萃分析来进行敏感性分析。

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.