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Peer reviewed
Direct linkMike Coldwell; Nick Moore – British Educational Research Journal, 2024
Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT--the Integrating English programme--to exemplify the application of a new…
Descriptors: Randomized Controlled Trials, Failure, Models, Evaluation
Arman Miri; Akram Karimi-Shahanjarini; Maryam Afshari; Saeed Bashirian; Leili Tapak – Health Education Research, 2024
This systematic review aimed to assess the features and effectiveness of individual-level randomized controlled trials targeting COVID-19 misinformation. The selection process included rigorous criteria, resulting in the inclusion of 24 individual studies from 21 papers. The majority of studies were conducted in high-income countries, with the…
Descriptors: Randomized Controlled Trials, COVID-19, Pandemics, Misinformation
Eli Marie Killi; Ingvil Laberg Holthe; Nina Rohrer-Baumgartner; Shari L. Wade; Marianne Løvstad; Edel Jannecke Svendsen – Journal of Research in Special Educational Needs, 2025
Children living with the consequences of paediatric acquired brain injury (pABI) may experience persistent challenges that impact their social interactions, academic performance and community integration. Participating in activities is of paramount importance for the development of social and academic skills. The participants in this qualitative…
Descriptors: Children, Pediatrics, Head Injuries, Neurological Impairments
William Herbert Yeaton – International Journal of Research & Method in Education, 2024
Though previously unacknowledged, a SMART (Sequential Multiple Assignment Randomized Trial) design uses both regression discontinuity (RD) and randomized controlled trial (RCT) designs. This combination structure creates a conceptual symbiosis between the two designs that enables both RCT- and previously unrecognized, RD-based inferential claims.…
Descriptors: Research Design, Randomized Controlled Trials, Regression (Statistics), Inferences
Andrija Babic; Ognjen Barcot; Tomislav Viskovic; Frano Šaric; Aleksandar Kirkovski; Ivana Barun; Zvonimir Križanac; Roshan Arjun Ananda; Yuli Viviana Fuentes Barreiro; Narges Malih; Daiana Anne-Marie Dimcea; Josipa Ordulj; Ishanka Weerasekara; Matteo Spezia; Marija Franka Žuljevic; Jelena Šuto; Luca Tancredi; Andela Pijuk; Susanna Sammali; Veronica Iascone; Thilo Groote; Tina Poklepovic Pericic; Livia Puljak – Research Synthesis Methods, 2024
Risk of bias (RoB) assessment is essential to the systematic review methodology. The new version of the Cochrane RoB tool for randomized trials (RoB 2) was published in 2019 to address limitations identified since the first version of the tool was published in 2008 and to increase the reliability of assessments. This study analyzed the frequency…
Descriptors: Risk, Bias, Use Studies, Meta Analysis
Debbie L. Hahs-Vaughn; Christine Depies DeStefano; Christopher D. Charles; Mary Little – American Journal of Evaluation, 2025
Randomized experiments are a strong design for establishing impact evidence because the random assignment mechanism theoretically allows confidence in attributing group differences to the intervention. Growth of randomized experiments within educational studies has been widely documented. However, randomized experiments within education have…
Descriptors: Educational Research, Randomized Controlled Trials, Research Problems, Educational Policy
Ryan J. Martin; Suzannah Iadarola; Rose Iovannone; Brenna Cavanaugh; Krystal Fontechia; Lynne Levato; Cynthia M. Anderson – Journal of Developmental and Physical Disabilities, 2024
Implementation of evidence-based practices for autistic students must be informed by robust research literature. Randomized-controlled trials (RCTs) are often considered a "gold standard" methodology for determining the effectiveness of interventions. However, the complex nature of schools presents challenges for implementing successful…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Randomized Controlled Trials
Peter Z. Schochet – Journal of Educational and Behavioral Statistics, 2025
Random encouragement designs evaluate treatments that aim to increase participation in a program or activity. These randomized controlled trials (RCTs) can also assess the mediated effects of participation itself on longer term outcomes using a complier average causal effect (CACE) estimation framework. This article considers power analysis…
Descriptors: Statistical Analysis, Computation, Causal Models, Research Design
Tieme W. P. Janssen; Nienke van Atteveldt – British Journal of Educational Psychology, 2025
Background: Although past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the "theoretical" nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students. Aims: To address this issue and improve…
Descriptors: Self Efficacy, Beliefs, Intervention, Student Attitudes
Alexis M. Brewe; Ligia Antezana; Corinne N. Carlton; Denis Gracanin; John A. Richey; Inyoung Kim; Susan W. White – Journal of Autism and Developmental Disorders, 2025
Purpose: Many individuals with autism spectrum disorder (ASD) experience challenges with facial emotion recognition (FER), which may exacerbate social difficulties in ASD. Few studies have examined whether FER can be experimentally manipulated and improved for autistic people. This study utilized a randomized controlled trial design to examine…
Descriptors: Randomized Controlled Trials, Brain, Nonverbal Communication, Emotional Response
Lorraine Gilleece; Aidan Clerkin – Irish Educational Studies, 2025
In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite…
Descriptors: Foreign Countries, Program Evaluation, Randomized Controlled Trials, Educational Policy
Nejstgaard, Camilla Hansen; Laursen, David Ruben Teindl; Lundh, Andreas; Hróbjartsson, Asbjørn – Research Synthesis Methods, 2023
We investigated to which degree commercial funding is associated with estimated intervention effects in randomized trials. We included meta-epidemiological studies with published data on the association between commercial funding and results or conclusions of randomized trials. We searched five databases and other sources. We selected one result…
Descriptors: Private Financial Support, Intervention, Randomized Controlled Trials, Literature Reviews
Foster, Colin – International Journal of Research & Method in Education, 2023
This paper introduces a simple, quotient effect size, termed (for 'quotient'), suitable for reporting on the effectiveness of educational interventions. The quotient effect size for a pre-test-post-test design is defined as the gain score (i.e. post-test minus pre-test) for the intervention group, divided by the gain score for the control group.…
Descriptors: Effect Size, Intervention, Bias, Randomized Controlled Trials
Calvi, Michael; Vieira, Ana Paula Alves; Georgiou, George; Parrila, Rauno – Australasian Journal of Special and Inclusive Education, 2023
A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7--12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of…
Descriptors: Reading Instruction, Intervention, Secondary School Students, Reading Research
Zuchao Shen; Ben Kelcey – Society for Research on Educational Effectiveness, 2023
I. Purpose of the Study: Detecting whether interventions work or not (through main effect analysis) can provide empirical evidence regarding the causal linkage between malleable factors (e.g., interventions) and learner outcomes. In complement, moderation analyses help delineate for whom and under what conditions intervention effects are most…
Descriptors: Intervention, Program Effectiveness, Evidence, Research Design
