Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
2007/12/01 by Tina Seidel, Richard J. Shavelson · 1,253 citations
Mathematics · Psychology · Social Sciences · #Cognition #Computer science #Domain (mathematical analysis) #Evaluation of Teaching Practices #Mathematics #Mathematics education #Meta-analysis #Motivation and Self-Concept in Sports #Process (computing) #Psychology #Research design #Statistics #Teaching method #Visual and Cognitive Learning Processes
paper · doi:10.3102/0034654307310317
published in Review of Educational Research 77(4), 454-499 (SAGE Publishing)
openalex publication_date 2007/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Abstract
This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process–product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domain-specific components of teaching—teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching–learning process.
Citations
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