Across 169 meta-analyses, 254 variables with 427 effect sizes influence academic achievement; most variables have small or very small effects and none has a large, very large or huge negative effect¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The review of 169 meta-analyses identified 254 different variables influencing academic achievement with 427 different effect sizes. → Koçak 2021 q3 i? No variable has a large, very large or huge negative effect; most variables have small or very small effects, and small positive effects are the most numerous. → Koçak 2021 (2)

Evidence¶

Koçak 2021¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i? · quant-synthesis · r2

Systematic review of meta-analyses of studies indexed in Web of Science through 2018, following PRISMA; 169 meta-analyses met inclusion criteria out of 538 records. The review reports "254 different variables influencing academic achievement" and "427 different ESs."

"This study, examining 169 meta -analyses, found that there were 254 different variables influencing academic achievement and that 427 different ESs were identified in relation to those variables."

Koçak 2021 (2)¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i? · quant-synthesis · r2

Systematic review of meta-analyses, distribution of the 272 effect-size values by direction and magnitude shown in Figure 3. The review reports "there are no variables with large, very large and huge negative effects" and most variables have small or very small effects.

"there are no variables with large, very large and huge negative effects. In addition to that, the majority of the variables have small or very small effects and the number of variables with small and positive effects is greater than others."

Discussion¶

Related Claims¶

• Classroom-based physical activity has a huge effect on academic achievement (ES = 2.987) and computer-aided teaching shows huge positive effects (ES = 1.690), while school mobility has a medium negative effect (ES = -.748) — a narrower finding that bears on this claim
• Psychological variables show a wide range of effects on academic achievement, with self-efficacy showing a huge positive effect (ES = 1.173) and negative low-arousal emotions showing a medium negative effect (ES = -.799) — a narrower finding that bears on this claim
• Several learning theories and teaching strategies have very large positive effects on academic achievement (e.g., creative drama ES = 1.453), while the surface approach to learning has a small negative effect (ES = -.366) — a narrower finding that bears on this claim
• The very large effect found here is consistent with prior meta-analyses of creative drama, which report medium-to-huge positive effects on achievement — related
• SES and individual-characteristic variables relate to academic achievement, with grade retention (ES = 1.616) and college admissions test (ES = 1.416) showing very large effects and procrastination a small negative effect (ES = -.357) — a narrower finding that bears on this claim
• Teacher variables relate to academic achievement, with teachers' judgments of students' academic achievement (ES = 1.622) and intelligence (ES = 1.540) showing very large effects and teacher-child conflicts a small negative effect (ES = -.408) — a narrower finding that bears on this claim
• Special education and violence variables relate to academic achievement, with absence of reading disability (ES = 1.266) showing very large effects and peer victimization (ES = -.292) a medium negative effect — a narrower finding that bears on this claim
• Creative drama method has a very large positive effect on Social Studies course achievement in favor of experimental groups (random-effects d = 1.171) — related