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This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that interventions were generally effective, with an average mean effect size of d = 0.49 (95% confidence interval = [0.43, 0.56]). Although there were descriptive differences in the effect sizes across several moderator variables considered in our analyses, the only significant difference found was for the type of experimental design, with randomized designs having smaller effect sizes than quasi-experimental designs. This work illustrates the extent to which interventions and accompanying theories have been tested via experimental methods and provides information about appropriate next steps in developing and testing effective motivation interventions in education.

High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size [ES] = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.

This study aims to find out the effect of the using Spotify application, using English songs and podcasts, affects students' pronunciation at SMP Negeri Model Terpadu Madani Palu. The research used a quasi-experimental design with two groups: an experimental class that used Spotify and a control class that used traditional methods. The sample consisted of two eighth-grade classes chosen using purposive sampling. Data was collected through pre-tests and post-tests to measure students' pronunciation before and after the treatment. The results showed that the average score of the experimental class improved significantly from 14.58 to 24.77, while the control class increased from 20.83 to 38.89. The Wilcoxon Signed Ranks test confirmed that the experimental class had a significant improvement (Z = -3.963, p = 0.000). However, the Mann-Whitney test showed no significant difference between the experimental and control classes (p = 0.677). This means that while Spotify helped improve students’ pronunciation, it was not proven to be more effective than traditional teaching methods. In conclusion, using the Spotify application can help students improve their pronunciation, especially for the consonant sounds /ʃ/, /ʒ/, /θ/, and /ð/. Even though the improvement was not greater than the conventional method, Spotify still made learning more interesting and interactive for students.

In the past few decades, we have seen a rapid proliferation in the use of quasi-experimental research designs in education research. This trend, stemming in part from the “credibility revolution” in the social sciences, particularly economics, is notable along with the increasing use of randomized controlled trials in the strive toward rigorous causal inference. The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research. We first provide an overview of widely used quasi-experimental research methods in this growing literature, with particular emphasis on articles from the top ranked education research journals, including those published by the American Educational Research Association. Next, we demonstrate the applicability and promise of these methods in enhancing our understanding of the causal effects of education policies and interventions using key examples and case studies culled from the extant literature across the pre-K–16 education spectrum. Finally, we explore the limitations of these methods and conclude with thoughts on how education researchers can adapt these innovative, interdisciplinary techniques to further our understanding of some of the most enduring questions in educational policy and practice.

Background:In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education.Material and methods:In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research.Results:The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome.Conclusions:It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.

Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < .001). The collection was heterogeneous (p < 001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.

As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measures, compared to unpublished documents, large-scale studies, and independent measures, respectively. Effect sizes were significantly higher in quasiexperiments than in randomized experiments. Excluding tutoring studies, there were no significant differences in effect sizes between elementary and middle/high studies. Regression analyses found that effects of all factors maintained after controlling for all other factors. Explanations for the effects of methodological features on effect sizes are discussed, as are implications for evidence-based policy.

ChatGPT, an AI-based chatbot with automatic code generation abilities, has shown its promise in improving the quality of programming education by providing learners with opportunities to better understand the principles of programming. However, limited empirical studies have explored the impact of ChatGPT on learners’ programming processes. This study employed a quasi-experimental design to explore the possible impact of ChatGPT-facilitated programming mode on college students’ programming behaviors, performances, and perceptions. 82 college students were randomly divided into two classes. One class employed ChatGPT-facilitated programming (CFP) practice and the other class utilized self-directed programming (SDP) mode. Mixed methods were utilized to collect multidimensional data. Data analysis uncovered some intriguing results. Firstly, students in the CFP mode had more frequent behaviors of debugging and receiving error messages, as well as pasting console messages on the website and reading feedback. At the same time, students in the CFP mode had more frequent behaviors of copying and pasting codes from ChatGPT and debugging, as well as pasting codes to ChatGPT and reading feedback from ChatGPT. Secondly, CFP practice would improve college students’ programming performance, while the results indicated that there was no statistically significant difference between the students in CFP mode and the SDP mode. Thirdly, student interviews revealed three highly concerned themes from students' user experience about ChatGPT: the services offered by ChatGPT, the stages of ChatGPT usage, and experience with ChatGPT. Finally, college students’ perceptions toward ChatGPT significantly changed after CFP practice, including its perceived usefulness, perceived ease of use, and intention to use. Based on these findings, the study proposes implications for future instructional design and the development of AI-powered tools like ChatGPT.

Introduction: This study examined the impact of different types of verbal feedback on basketball perimeter shooting performance, focusing on how players' personality traits influence their response to feedback. Objective: The aim was to compare the effectiveness of real-time verbal augmented feedback (VAF) with delayed terminal feedback, analyzing their efficacy for introverted and extroverted players. Methodology: A quasi-experimental design was employed with 40 participants, using a personality inventory to classify players and shooting accuracy tests before and after a six-week training program. Data were analyzed using t-tests and two-way ANOVA. Results: All players showed significant improvement, but extroverts performed better with immediate VAF, while introverts excelled with terminal feedback. Terminal feedback yielded nearly equal results for both personality types. Discussion: The findings align with prior research highlighting extroverts' preference for social interaction and introverts' inclination toward reflective environments. However, this study revealed that terminal feedback may neutralize personality-based differences, a less explored aspect in existing literature. Conclusions: The results emphasize the importance of tailoring feedback methods to players' personalities to optimize training. Terminal feedback emerges as a promising universal tool in sports coaching. Introducción: Este estudio investigó el impacto de diferentes tipos de retroalimentación verbal en el rendimiento del tiro de perímetro en baloncesto, centrándose en cómo los rasgos de personalidad de los jugadores influyen en su respuesta a dicha retroalimentación. Objetivo: El objetivo fue comparar la eficacia de la retroalimentación verbal aumentada (VAF) en tiempo real con la retroalimentación terminal diferida, analizando su efectividad en jugadores introvertidos y extrovertidos. Metodología: Se empleó un diseño cuasi-experimental con 40 participantes, utilizando un inventario de personalidad para clasificar a los jugadores y pruebas de precisión de tiro antes y después de un programa de entrenamiento de seis semanas. Los datos se analizaron mediante pruebas t y ANOVA de dos vías. Resultados: Todos los jugadores mostraron mejoras significativas, pero los extrovertidos obtuvieron mejores resultados con VAF inmediata, mientras que los introvertidos destacaron con retroalimentación terminal. Esta última produjo resultados similares para ambos tipos de personalidad. Discusión: Los hallazgos coinciden con investigaciones previas que destacan la preferencia de los extrovertidos por interacciones sociales y la de los introvertidos por entornos reflexivos. Sin embargo, este estudio reveló que la retroalimentación terminal puede neutralizar las diferencias de personalidad, un aspecto menos explorado en la literatura. Conclusiones: Los resultados subrayan la importancia de adaptar los métodos de retroalimentación a la personalidad del jugador para optimizar el entrenamiento. La retroalimentación terminal emerge como una herramienta universal prometedora en la formación deportiva. Introdução: Este estúdio investigou o impacto de diferentes tipos de retroalimentação verbal no desempenho do tiro de perímetro em balão, centrando-se em como os rasgos de personalidade dos jogadores que influenciam em sua resposta a dicha retroalimentación. Objectivo: O objectivo foi comparar a eficácia da retroalimentação verbal aumentada (VAF) em tempo real com a retroalimentação terminal diferida, analisando a sua eficácia em jugadores introvertidos e extrovertidos. Metodologia: Foi implementado um projeto quase experimental com 40 participantes, utilizando um inventário de personalidade para classificar os jogadores e testes de precisão de tiro antes e depois de um programa de treino de seis semanas. Os dados foram analisados ​​através de testes e ANOVA de das vias. Resultados: Todos os jogadores apresentaram melhores resultados, mas os extrovertidos obtiveram melhores resultados com VAF imediatamente, enquanto os introvertidos destacaram com retroalimentação terminal. Este último produto teve resultados semelhantes para ambos os tipos de personalidade. Discussão: Os hallazgos coincidem com investigações anteriores que destacam a preferência dos extrovertidos pelas interações sociais e a dos introvertidos pelos ambientes reflexivos. No entanto, este estúdio revelou que a retroalimentação terminal pode contrariar as diferenças de personalidade, um aspeto menos explorado na literatura. Conclusões: Os resultados mostram a importância de adaptar os métodos de feedback à personalidade do jogador para otimizar o treino. A retroalimentação terminal surge como uma ferramenta universal promissora na formação desportiva.

Background: Knee osteoarthritis is one of the most common musculoskeletal problems in the elderly, characterized by pain, stiffness, and decreased joint function, all of which negatively affect quality of life. Objective: To examine the effect of CKC and OKC exercises on dynamic balance and health status among elderly patients with knee osteoarthritis. Methods: This study employed a quasi-experimental design with a pretest-posttest two-group approach. The sample consisted of 30 elderly individuals aged ≥60 years with a medical diagnosis of knee osteoarthritis, selected using purposive sampling. Respondents were divided into two groups: 15 participants performed CKC exercises and 15 participants performed OKC exercises for two weeks with a frequency of three sessions per week. The Western Ontario and McMaster Osteoarthritis Index (WOMAC) was used to assess health status, and the Time Up and Go Test (TUG) was used to assess dynamic balance. Data were analyzed using paired t-tests with SPSS software. Results: There was a significant reduction in WOMAC scores in both the CKC group (38.47 ± 8.16 to 32.60 ± 9.43; p < 0.001) and the OKC group (37.53 ± 7.97 to 34.40 ± 8.40; p < 0.001). TUG performance also improved significantly in the CKC group (12.80 ± 1.08 to 11.20 ± 1.47; p < 0.001) and the OKC group (12.80 ± 1.21 to 11.27 ± 1.28; p < 0.001). Overall, improvements in health status were greater in the CKC group compared to the OKC group. Conclusion: Both CKC and OKC exercises are effective in improving dynamic balance and health status among elderly patients with knee osteoarthritis. CKC exercises tend to provide greater benefits in overall functional improvement. Antecedentes: La artrosis de rodilla es uno de los problemas musculoesqueléticos más comunes en las personas mayores, caracterizada por dolor, rigidez y disminución de la función articular, lo que afecta negativamente la calidad de vida. Objetivo: Examinar el efecto de los ejercicios en cadena cinética cerrada (CKC) y cadena cinética abierta (OKC) sobre el equilibrio dinámico y el estado de salud en pacientes mayores con artrosis de rodilla. Métodos: Este estudio empleó un diseño cuasi-experimental con un enfoque de pretest-postest en dos grupos. La muestra estuvo compuesta por 30 adultos mayores de ≥60 años con diagnóstico médico de artrosis de rodilla, seleccionados mediante muestreo intencional. Los participantes se dividieron en dos grupos: 15 realizaron ejercicios CKC y 15 realizaron ejercicios OKC durante dos semanas con una frecuencia de tres sesiones por semana. El índice de osteoartritis de Western Ontario y McMaster (WOMAC) se utilizó para evaluar el estado de salud, y la prueba Time Up and Go (TUG) se empleó para evaluar el equilibrio dinámico. Los datos se analizaron mediante pruebas t pareadas utilizando el software SPSS. Resultados: Se observó una reducción significativa en los puntajes WOMAC tanto en el grupo CKC (de 38.47 ± 8.16 a 32.60 ± 9.43; p < 0.001) como en el grupo OKC (de 37.53 ± 7.97 a 34.40 ± 8.40; p < 0.001). El desempeño en la prueba TUG también mejoró significativamente en el grupo CKC (de 12.80 ± 1.08 a 11.20 ± 1.47; p < 0.001) y en el grupo OKC (de 12.80 ± 1.21 a 11.27 ± 1.28; p < 0.001). En general, las mejoras en el estado de salud fueron mayores en el grupo CKC en comparación con el grupo OKC. Conclusión: Tanto los ejercicios CKC como OKC son efectivos para mejorar el equilibrio dinámico y el estado de salud en pacientes mayores con artrosis de rodilla. Los ejercicios CKC tienden a proporcionar mayores beneficios en la mejora funcional general. Introdução: A osteoartrose do joelho é um dos problemas músculo-esqueléticos mais comuns nos idosos, caracterizada por dor, rigidez e diminuição da função articular, o que impacta negativamente a qualidade de vida. Objectivo: Examinar o efeito dos exercícios em cadeia cinética fechada (CCF) e em cadeia cinética aberta (CCA) no equilíbrio dinâmico e no estado de saúde em doentes idosos com osteoartrose do joelho. Métodos: Este estudo utilizou um desenho quase experimental com uma abordagem pré-teste-pós-teste em dois grupos. A amostra foi constituída por 30 idosos com idade ≥60 anos e diagnóstico médico de osteoartrose do joelho, selecionados por amostragem intencional. Os participantes foram divididos em dois grupos: 15 realizaram exercícios em CCF e 15 realizaram exercícios em CCA durante duas semanas, com uma frequência de três sessões por semana. O Índice de Osteoartrite Western Ontario-McMaster (WOMAC) foi utilizado para avaliar o estado de saúde, e o teste Time Up and Go (TUG) foi utilizado para avaliar o equilíbrio dinâmico. Os dados foram analisados ​​através de testes t emparelhados, utilizando o software SPSS. Resultados: Observou-se uma redução significativa dos scores do WOMAC tanto no grupo CKC (de 38,47 ± 8,16 para 32,60 ± 9,43; p < 0,001) como no grupo OKC (de 37,53 ± 7,97 para 34,40 ± 8,40; p < 0,001). O desempenho no teste TUG também melhorou significativamente no grupo CKC (de 12,80 ± 1,08 para 11,20 ± 1,47; p < 0,001) e no grupo OKC (de 12,80 ± 1,21 para 11,27 ± 1,28; p < 0,001). No geral, as melhorias no estado de saúde foram maiores no grupo CKC em comparação com o grupo OKC. Conclusão: Tanto os exercícios CKC como OKC são eficazes na melhoria do equilíbrio dinâmico e do estado de saúde em doentes idosos com OA do joelho. Os exercícios CKC tendem a proporcionar maiores benefícios na melhoria funcional global.