Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments

Autor/in	McEwan, Patrick J.
Titel	Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments
Quelle	In: Review of Educational Research, 85 (2015) 3, S.353-394 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654314553127
Schlagwörter	Meta Analysis; Educational Improvement; Elementary School Students; Developing Nations; Ability Grouping; Incentives; Intervention; Grants; Effect Size; Nutrition; Information Dissemination; School Administration; Educational Technology; Regression (Statistics); Class Size; Educational Strategies; Cost Effectiveness; Teacher Effectiveness; Coding; School Effectiveness; Outcomes of Treatment; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Homogene Gruppierung; Niveaugruppierung; Streaming; Anreiz; Grant; Finanzielle Beihilfe; Ernährung; Informationsverbreitung; Unterrichtsmedien; Regression; Regressionsanalyse; Klassengröße; Lehrstrategie; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Codierung; Programmierung; Schuleffizienz
Abstract	I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04-0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01