Peer Learning Effects on Students Outcomes

A Second Order Meta Analyses

Bibliographic Data

ID21776376
AuthorsMetin Kaya (0000-0001-8657-3878, Istanbul Medipol University), Ahmet Taylan Aydın (0009-0008-9681-0791, Gazi Hastanesi), İlker Altunbaşak (0000-0002-0383-7362, Istanbul Medipol University)
Year2025
Volume14
Issue1
Pages347-357
Publication date2025-01-15
Open AccessYes
TypeARTICLE
VenueMANAS Sosyal Araştırmalar Dergisi (JOURNAL)
Journal identifiersISSN: 1694-7215
PublisherMANAS Sosyal Arastirmalar Dergisi (PUBLISHER)
DOI10.33206/mjss.1579490
OpenAlexW4406418681
LanguageEN
References cited37

The purpose of this study is to examine the impact of peer learning (PL) on student outcomes. To this end, 11 first-order meta-analysis (FOM) studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM (Factoring-Out Misconceptions) research encompasses both K-12 and higher education levels. While k=5 studies reported Cohen’s d effect size indexes (d), k=11 studies reported Hedge’s g effect size indexes (g).İn this analyses totals sixteen effect size (k=16) values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak (ES= .40 [CI= .33-0.47], p

Economics · Mathematics education · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Online and Blended Learning · Psychology

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