Instructional Effects of Cues, Participation, and Corrective Feedback: A Quantitative Synthesis

Abstract

To estimate the instructional effects of cues, participation, and corrective feedback on learning, 94 effect sizes were calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes. The mean of the study-weighted effect sizes is .97, which suggests average percentiles on learning outcomes of 83 and 50, respectively, for experimental and control groups. The strong effects appeared constant from elementary level through college, and across socioeconomic levels, races, private and public schools, and community types. In addition, the effects were not significantly different across the categories of methodological rigor such as experiments and quasi-experiments.