Abstract
The objective of this study was to conduct a meta analysis of studies conducted in the past on effective teaching and its impact on student learning outcomes. Meta analysis is a powerful tool for synthesizing previous research and empirically validating theoretical frameworks. For this purpose, the dynamic model of educational effectiveness was used as a guiding framework to select and organize 132 studies examining the impact of teaching factors on student learning outcomes. The teaching factors of dynamic model were found to be moderately associated with learning outcomes. Various moderators like level of education and type of study were also identified. The study has various theoretical, methodological and practical implications. The study points out that when it comes to teaching, imposing non-essential and superfluous dichotomies between different teaching approaches might be impractical. The findings of this meta analysis may also provide implications for practitioners and policymakers especially in the domain of faculty development and education programs. It can give existing or prospective teachers an opportunity to practice and rehearse these factors in classroom, reflect on them and receive feedback on how their practice can be improved.
Highlights
The educational effectiveness research (EER) seeks to investigate the factors such as teaching methods, curriculum, role of leadership and learning environment (Goldstein, 2003) that affect learning outcomes of students
The dynamic model was used as a framework to select and organize 132 studies examining the impact of teaching factors on student learning outcomes
One of the findings of the meta analysis is that the teaching factors that were found to have an impact on student learning outcomes (Cognitive, affective, psychomotor) were, not related to either direct and active teaching approaches or constructivist approaches as bifurcated by many scholars
Summary
The educational effectiveness research (EER) seeks to investigate the factors such as teaching methods, curriculum, role of leadership and learning environment (Goldstein, 2003) that affect learning outcomes of students. The first phase in the field of EER emerged as a reaction to the studies conducted by Coleman (1966) and Jencks et al (1972) that concluded that schools do not have any impact on students in comparison to the effect of student’s own ability and social background. This conclusion was counter-intuitive and disquieting to many educators and educational researchers. Despite the advancement made in literature on teacher’s role in promoting student learning, more research
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