Single-case design meta-analyses in education and psychology: a systematic review of methodology
Meta-analysis is of increasing importance as this quantitative synthesis technique has the potential to summarize a tremendous amount of research evidence, which can help making evidence-based decisions in policy, practice, and theory. This paper examines the single-case meta-analyses within the Edu...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-11-01
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| Series: | Frontiers in Research Metrics and Analytics |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frma.2023.1190362/full |
| _version_ | 1797628963855532032 |
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| author | Mariola Moeyaert Marzieh Dehghan-Chaleshtori Xinyun Xu Xinyun Xu Panpan Yang |
| author_facet | Mariola Moeyaert Marzieh Dehghan-Chaleshtori Xinyun Xu Xinyun Xu Panpan Yang |
| author_sort | Mariola Moeyaert |
| collection | DOAJ |
| description | Meta-analysis is of increasing importance as this quantitative synthesis technique has the potential to summarize a tremendous amount of research evidence, which can help making evidence-based decisions in policy, practice, and theory. This paper examines the single-case meta-analyses within the Education and Psychology fields. The amount of methodological studies related to the meta-analysis of Single-Case Experimental Designs (SCEDs) is increasing rapidly, especially in these fields. This underscores the necessity of a succinct summary to help methodologists identify areas for further development in Education and Psychology research. It also aids applied researchers and research synthesists in discerning when to use meta-analytic techniques for SCED studies based on criteria such as bias, mean squared error, 95% confidence intervals, Type I error rates, and statistical power. Based on the summary of empirical evidence from 18 reports identified through a systematic search procedure, information related to meta-analytic techniques, data generation and analysis models, design conditions, statistical properties, conditions under which the meta-analytic technique is appropriate, and the study purpose(s) were extracted. The results indicate that three-level hierarchical linear modeling is the most empirically validated SCED meta-analytic technique, and parameter bias is the most prominent statistical property investigated. A large number of primary studies (more than 30) and at least 20 measurement occasions per participant are recommended for usage of SCED meta-analysis in Education and Psychology fields. |
| first_indexed | 2024-03-11T10:46:38Z |
| format | Article |
| id | doaj.art-0f39500b7d144ee098aa4fce3f09ff42 |
| institution | Directory Open Access Journal |
| issn | 2504-0537 |
| language | English |
| last_indexed | 2024-03-11T10:46:38Z |
| publishDate | 2023-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Research Metrics and Analytics |
| spelling | doaj.art-0f39500b7d144ee098aa4fce3f09ff422023-11-14T02:18:23ZengFrontiers Media S.A.Frontiers in Research Metrics and Analytics2504-05372023-11-01810.3389/frma.2023.11903621190362Single-case design meta-analyses in education and psychology: a systematic review of methodologyMariola Moeyaert0Marzieh Dehghan-Chaleshtori1Xinyun Xu2Xinyun Xu3Panpan Yang4Department of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, NY, United StatesDepartment of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, NY, United StatesDepartment of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, NY, United StatesCenter of Tsinghua Think Tanks, Tsinghua University, Beijing, ChinaCenter for Research on Child Wellbeing, Princeton University, Wallace Hall, Princeton, NJ, United StatesMeta-analysis is of increasing importance as this quantitative synthesis technique has the potential to summarize a tremendous amount of research evidence, which can help making evidence-based decisions in policy, practice, and theory. This paper examines the single-case meta-analyses within the Education and Psychology fields. The amount of methodological studies related to the meta-analysis of Single-Case Experimental Designs (SCEDs) is increasing rapidly, especially in these fields. This underscores the necessity of a succinct summary to help methodologists identify areas for further development in Education and Psychology research. It also aids applied researchers and research synthesists in discerning when to use meta-analytic techniques for SCED studies based on criteria such as bias, mean squared error, 95% confidence intervals, Type I error rates, and statistical power. Based on the summary of empirical evidence from 18 reports identified through a systematic search procedure, information related to meta-analytic techniques, data generation and analysis models, design conditions, statistical properties, conditions under which the meta-analytic technique is appropriate, and the study purpose(s) were extracted. The results indicate that three-level hierarchical linear modeling is the most empirically validated SCED meta-analytic technique, and parameter bias is the most prominent statistical property investigated. A large number of primary studies (more than 30) and at least 20 measurement occasions per participant are recommended for usage of SCED meta-analysis in Education and Psychology fields.https://www.frontiersin.org/articles/10.3389/frma.2023.1190362/fullSingle-Case Experimental Designmeta-analysisMonte Carlo simulationmethodological researchsystematic review |
| spellingShingle | Mariola Moeyaert Marzieh Dehghan-Chaleshtori Xinyun Xu Xinyun Xu Panpan Yang Single-case design meta-analyses in education and psychology: a systematic review of methodology Frontiers in Research Metrics and Analytics Single-Case Experimental Design meta-analysis Monte Carlo simulation methodological research systematic review |
| title | Single-case design meta-analyses in education and psychology: a systematic review of methodology |
| title_full | Single-case design meta-analyses in education and psychology: a systematic review of methodology |
| title_fullStr | Single-case design meta-analyses in education and psychology: a systematic review of methodology |
| title_full_unstemmed | Single-case design meta-analyses in education and psychology: a systematic review of methodology |
| title_short | Single-case design meta-analyses in education and psychology: a systematic review of methodology |
| title_sort | single case design meta analyses in education and psychology a systematic review of methodology |
| topic | Single-Case Experimental Design meta-analysis Monte Carlo simulation methodological research systematic review |
| url | https://www.frontiersin.org/articles/10.3389/frma.2023.1190362/full |
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