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Impact Of Scaffolding Characteristics And Study Quality On Learner Outcomes In Stem Education: A Meta-Analysis, Brian Belland, Andrew Walker, M. Olsen, Heather Leary
Impact Of Scaffolding Characteristics And Study Quality On Learner Outcomes In Stem Education: A Meta-Analysis, Brian Belland, Andrew Walker, M. Olsen, Heather Leary
Heather Leary, Ph.D.
This paper employs meta-analysis to determine the impact of scaffold characteristics and study and assessment instrument quality on cognitive student outcomes in science, technology, engineering, and mathematics education at the K-12, college, graduate, and adult levels. Studies were coded for necessary information for effect size calculation, contextual information, threats to internal and external validity, and assessment instrument validity and reliability. Results indicate (a) scaffolding positively impacts student learning (g = 0.53), (b) studies with zero threats to internal validity had lower effect sizes than studies with two threats, (c) studies with one threat to external validity had higher effect sizes …
A Meta-Analysis Of Problem-Based Learning Corrected For Attenuation, And Accounting For Internal Threats, Brian Belland, Andrew Walker, Heather Leary, Yu-Chun Kuo, Gulfidan Can
A Meta-Analysis Of Problem-Based Learning Corrected For Attenuation, And Accounting For Internal Threats, Brian Belland, Andrew Walker, Heather Leary, Yu-Chun Kuo, Gulfidan Can
Heather Leary, Ph.D.
No abstract provided.
Rich Visual Media Meta-Analyses For Learning: An Approach At Meta-Synthesis, Heather Leary, Brett Shelton, Andrew Walker
Rich Visual Media Meta-Analyses For Learning: An Approach At Meta-Synthesis, Heather Leary, Brett Shelton, Andrew Walker
Heather Leary, Ph.D.
No abstract provided.