Revisiting the Effect of Teaching of Learning Strategies on Academic Achievement: A Meta-Analysis of the Findings

Abstract

The purpose of this research was to examine the effect of teaching of learning strategies on academic achievement of students. The research sought an answer to the problem statement of “What kind of effect does teaching of learning strategies has on academic achievement of students?” The meta-analysis model was adopted to examine the effectiveness of teaching of learning strategies on academic achievement. The sources of the research were consisted of both published and unpublished empirical studies (N = 18) in Turkey, by taking some inclusion criteria into account. The results of the research indicated that the overall weighted effect size was moderate (0.892). Also, the effect size values obtained were compared with some methodological and substantive moderators in the research. According to moderator analyses, it was found that there was no significant difference between effect sizes of the studies in terms of sample size, publication type, course type, implementation duration, instructional level, school setting, and socioeconomic status.