Journal
REVIEW OF EDUCATIONAL RESEARCH
Volume 92, Issue 5, Pages 695-742Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/00346543211070049
Keywords
mathematics difficulties; word problems; elementary; interventions; meta-analysis
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This study conducted a meta-analysis of 52 studies to examine the effect of interventions on improving word-problem performance in elementary school students with mathematics difficulties. The results showed a significant and positive effect size, with several factors explaining the heterogeneity in effects across studies.
Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.
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