Cheung y Slavin (2016): ficha de referencia
Referencia (APA 7): Cheung, A. C. K., & Slavin, R. E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283–292. https://doi.org/10.3102/0013189x16656615
Capítulo: Cap. 3 – Método (referencia) · Subcategorías: 3.b Instrumentos, validación y medición del cambio · Mapa: MOC - Mapa de contenidos
Nueva en la lista definitiva (sesión 3)
Búsqueda de actualización (19-oct-2026), eje e. Por qué entra: Referencia verificada (Cheung & Slavin, 2016, Educational Researcher, 45(5)); justifica usar medidas independientes y no solo las del desarrollador.
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pdf: pendiente) y esta ficha se convierte en nota consolidada con citas por color y grabador de reflexión.
Aporte a la tesis
Analiza 645 estudios: los efectos son cerca del doble en estudios pequeños, publicados y con medidas hechas por el experimentador, y mayores en cuasiexperimentos.
Resumen del autor
Resumen tomado de OpenAlex, en el idioma original.
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were roughly twice as large for published articles, small-scale trials, and experimenter-made measures, compared to unpublished documents, large-scale studies, and independent measures, respectively.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 quasi-experiments 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.