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|Other Titles:||A Meta-Analysis of the Effect of Cooperative Model f Reading: Does the Taiwan Result Falsify or Verify Previous Findings?|
reciprocal instruction;cooperative learning;meta analysis;reading comprehension
|Issue Date:||2016-08-09 17:01:20 (UTC+8)|
Reading instruction has evolved into more interactional and active forms in recent decades, and past evidences from meta-analyses showed that students comprehend more in reading when they learn together than when they learn alone. But some conflicting results across different meta analyses regarding the same theme were sometimes ignored, and this may also lead to be overconfident on the effect of instruction. The first goal of this study is to meta-analyze the effect of cooperative model of reading from Taiwan articles. The second goal is to compare the results derived from this study to findings from other previous relevant review studies. The procedure through this research was undertaken via systematic review. After few keywords were made in searching Taiwan database, 93 articles were finally coded and meta-analyzed on the basis of five inclusion and exclusion rules. Overall speaking, an average effect size between lower and medium level was explored in my studies. Furthermore, moderator analysis showed quality of studies or adjusted for pretest difference or not may have impact on the inconsistency between past meta analyses and this study. Finally, some suggestion and implication were proposed for future usage.
Journal of Education & Psychology
|Appears in Collections:||[教育與心理研究 TSSCI] 期刊論文|
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