Meta-analyses report a small but significant advantage of non-interactive teaching over control, with large between-study variability¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports, citing Ribosa and Duran (2022), a small but significant advantage (SMD = 0.17) for non-interactive teaching over control across 23 studies and 62 comparisons, with considerable between-study variance. → Lachner 2025

Evidence¶

Lachner 2025¶

Lachner, A., Russ, H., Hübner, N., Sibley, L., & Scheiter, K. (2025). When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10060-0

q2 · i? · quant-synthesis · r1

Background meta-analytic evidence reported in the article's introduction: the article attributes to Ribosa and Duran (2022) an analysis of 23 studies comprising 62 comparisons, yielding "a small but significant advantage (SMD = 0.17)". The article is not itself this meta-analysis.

"Their results revealed a small but significant advantage (SMD = 0.17) for non-interactive teaching over the control condition. At the same time, the variance among studies was considerably large, as some studies produced non-significant or even negative effects"

Discussion¶

Related Claims¶

• Physics interest moderates long-term retention: low- and medium-interest students benefit from non-interactive teaching at eight weeks, high-interest students do not
• Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy
• Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms
• Non-interactive teaching does not enhance long-term retention relative to restudy at eight weeks
• Non-interactive teaching produces stronger under-confidence (metacognitive bias) than restudy immediately after learning
• Answer format moderates the adaptive teaching effect: with open-answer items controlled, immediate learning benefits also emerge — related