A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2023-03-19 DOI:10.3102/00346543231156182

Gena Nelson, H. Carter, Peter Boedeker, E. Knowles, Claire Buckmiller, Jessica Eames

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引用次数: 3

Abstract

The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.

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照顾者和儿童在非正式学习环境中进行数学干预的Meta分析和质量评估

本研究的目的包括进行一项荟萃分析，并回顾研究报告在非正式学习环境(例如，家庭)中由儿童照顾者实施的数学干预的质量。本荟萃分析包括25个学龄前至三年级的数学干预措施，有83个效应量，对儿童的数学成绩产生了统计学上显著的总结效应(g = 0.26, 95% CI[0.07, 0.45])。治疗效果的显著调节因子包括护理人员培训的强度和结果测量的类型。对护理人员进行培训的干预措施(包括后续支持)和对综合早期算术测量的结果有更大的平均效果。研究达到了报告质量指标的58.0%，分析显示报告质量近年来有所提高。本研究的结果为研究人员和实践者提供了一些建议，特别是考虑到在非正式学习环境中进行数学干预的证据基础越来越多。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.