This commentary critiques Brady et al.’s (2023) paper, “How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies” and analyzes six research methods for assessing whether an instructional intervention affects learning outcomes.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Price excludes VAT (USA)
Tax calculation will be finalised during checkout.
Data are available upon request.
Brady, A. C., Griffin, M. M., Lewis, A. R., Fong, C. J., & Robinson, D. H. (2023). How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies. Educational Psychology Review, 35, 37.
Grosz, M. (2023). Should researchers make causal inferences and recommendations for practice on the basis of non-experimental studies? Educational Psychology Review, 35, 37.
Shavelson, R. J., & Towne, L. (2002). Scientific research in education. National Academies Press.
Zitzmann, S., Machts, N., Hubner, N., Schauber, S., Moller, J., & Lindner, C. (2023). The yet underestimated importance of communicating findings from educational trials to teachers, schools, school authorities, or policy makers. Educational Psychology Review. (in press)
Preparation of this paper was supported by grant N00014-21–1-2047 from the Office of Naval Research.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
About this article
Cite this article
Mayer, R.E. How to Assess Whether an Instructional Intervention Has an Effect on Learning. Educ Psychol Rev 35, 64 (2023). https://doi.org/10.1007/s10648-023-09783-9