2025/04/07 by Samuel P. León, Anastasiya A. Lipnevich, María García Garrido · 1 voice · 1 citation
Psychology · Social Sciences · #Child Therapy and Development #Diverse Education Studies and Reforms #Education Methods and Practices
paper · pdf · doi:10.35542/osf.io/mf9ec_v1
openalex publication_date 2025/04/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
In this pre-registered review, we analyzed 198 studies to assess the effectiveness of the Montes-sori method in educational contexts. Our findings indicated a generally positive effect of the Montessori method, particularly in Pretest-Posttest and Posttest designs. However, the analyses revealed considerable publication bias and methodological shortcomings across the reviewed studies. Issues such as limited transparency, inadequate adherence to Montessori principles, and inconsistent reporting of intervention fidelity undermined the robustness of the findings. Moder-ation analyses revealed that sample type and intervention agent influenced effect variability. Our evaluation of methodological quality highlighted critical deficiencies in experimental con-trol and replicability. Our approach provided a more reliable evaluation of the Montessori method’s impact while setting a high standard for future research. The results underscored the need for improved methodological rigor and transparency in educational research to ensure more accurate and generalizable conclusions