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Meta-Analyses

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Effectiveness of Time Investments in Education

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

In this chapter results of a research synthesis and quantitative meta-analyses of three facets of time effects in education are presented, namely time at school during regular lesson hours, homework, and extended learning time. The number of studies for these three facets of time that could be used for a qualitative synthesis (so-called vote counting on the basis of significant and non-significant associations) was 31 for learning time at school, 52 for homework, and 15 for out of school learning. Effect sizes were available for 16 studies on learning time at school and 45 studies concerning the effects of homework. The number of studies on out of school learning was too small to conduct a quantitative meta-analysis. The average effect size for the meta-analyses on time at school and homework were .05 (Fisher Z coefficient) for both time facets. These results are considerably lower than those that could be obtained by averaging results of other meta-analyses; as these averages amounted to .18 for time at school, and .15 for homework.

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Notes

  1. 1.

    Following Cooper et al. (2009), “vote counting” is still seen as meta-analysis, since it involves statistically describing study outcomes.

  2. 2.

    For extended learning time the number of samples included in the vote-counting procedure is 22. The number of samples that might have been included for quantitative meta-analysis is 6.

  3. 3.

    As mentioned earlier, the unit of analysis in the quantitative meta-analysis was the independent sample. As we averaged multiple effect size estimates reported for the sample, for each sample only one effect size estimate of the relationship between time and achievement was used in the analyses.

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Author information

Authors and Affiliations

  1. Department of Educational Sciences, University of Twente, Drienerlolaan 5, 7522 NB, Enschede, The Netherlands

    Maria Hendriks, Jaap Scheerens & Peter Sleegers

  2. Department of Research Methodology, Measurement and Data Analysis, University of Twente, Drienerlolaan 5, 7522 NB, Enschede, The Netherlands

    Hans Luyten

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  1. Maria Hendriks
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  2. Hans Luyten
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  3. Jaap Scheerens
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  4. Peter Sleegers
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Correspondence to Jaap Scheerens .

Editor information

Editors and Affiliations

  1. Management, University of Twente Dept. Educational Organization &, Enschede, The Netherlands

    Jaap Scheerens

Appendix

Appendix

Learning Time at School

See Tables A.1–A.9.

Homework

See Tables A.10–A.29.

Extended Learning Time

See Tables A.30–A.34.

Overall Analysis

See Tables A.35, A.36.

Table A.1 Overview of studies of learning time at school on student achievement
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Table A.2 Methodological information available from studies of learning time at school on student achievement
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Table A.3 meta-analysis coefficients learning time at school and confidence interval Fisher Z for each sample
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Table A.4 Results of vote counts examining the number of negative, nonsignificant and positive effects of learning time at school on academic achievement for each sample
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Table A.5 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of allocated time, net instruction time and time on task on academic achievement
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Table A.6 Results of votecounts examining the number and percentage of negative, nonsignificant and positive effects of learning time at school on academic achievement in all subjects, language, mathematics and subjects other than math or language
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Table A.7 Results of moderator analyses examining the number and percentage of negative, nonsignificant and positive effects of learning time at school on academic achievement
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Table A.8 Parameter estimates (and standard errors) of conceptualization of learning time at school predicting effect size (results from multilevel meta-analysis)
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Table A.9 Other class and school level variables included in studies on the effects of learning time on academic achievement
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Table A.10 Overview of studies of homework (pupil level) on student achievement
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Table A.11 Methodological information available from studies of homework (pupil level) on student achievement
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Table A.12 Overview of studies of homework (at class/school level) on student achievement
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Table A.13 Methodological information available from studies of homework (at class/school level) on student achievement
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Table A.14 meta-analysis coefficients Homework at pupil level and confidence interval Fisher Z for each sample
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Table A.15 meta-analysis coefficients Homework at class/school level and confidence interval Fisher Z for each sample
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Table A.16 Results from vote counts examining the numberof negative, nonsignificant and positive effects of homework at pupil level on academic achievement for each sample
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Table A.17 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of amount of homework, frequency of homework and time spent on homework at pupil level on academic achievement
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Table A.18 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of homework at pupil level on academic achievement in all subjects, language, mathematics and subjects other than math or language
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Table A.19 Results of moderator analyses examining the number and percentage of negative, nonsignificant and positive effects of homework at pupil level on academic achievement (based on votecounts)
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Table A.20 Results from vote counts examining the number of negative, non-significant and positive effects of homework at class/school level on academic achievement for each study (sample)
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Table A.21 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of amount of homework, frequency of homework and time spent on homework at class/school level on academic achievement
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Table A.22 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of homework at class/school level on academic achievement in all subjects, language, mathematics and subjects other than math or language
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Table A.23 Results of moderator analyses examining the number and percentage of negative, nonsignificant and positive effects of homework at class/school level on academic achievement (based on vote counts)
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Table A.24 Parameter estimates (and standard errors) of conceptualization of homework at pupil level predicting effect size (results from multilevel meta-analysis)
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Table A.25 Parameter estimates (and standard errors) of study characteristics predicting effect size of homework at pupil level across samples on achievement (results from multilevel meta-analysis)
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Table A.26 Descriptive statistics number of students; Number of samples is 19; homework at pupil level
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Table A.27 Parameter estimates (and standard errors) of conceptualization of homework at class/school level predicting effect size (results from multilevel meta-analysis)
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Table A.28 Parameter estimates (and standard errors) of study and sample characteristics predicting effect size across samples of homework at class/school level on achievement (results from multilevel meta-analysis)
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Table A.29 Descriptive statistics number of students; Number of samples is 12. Homework defined at school/class level
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Table A.30 Overview of studies of extended learning time on student achievement (pupil level)
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Table A.31 Methodological information available from studies of extended learning time on student achievement
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Table A.32 Vote counts examining the number of negative, nonsignificant and positive effects of extended learning time on academic achievement for each sample
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Table A.33 Results of vote counts examining the number and percentage of negative, nonsignificant and positive effects of extended learning time on academic achievement in all subjects, language, mathematics and subjects other than math or language
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Table A.34 Results of moderator analyses examining the number and percentage of negative, nonsignificant and positive effects of extended learning time on academic achievement
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Table A.35 Comparison of fixed effects model and random effects model (estimate and standard error)
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Table A.36 Comparison of fixed effects model and random effects model (95 % confidence interval)
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Hendriks, M., Luyten, H., Scheerens, J., Sleegers, P. (2014). Meta-Analyses. In: Scheerens, J. (eds) Effectiveness of Time Investments in Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-00924-7_4

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