A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.

Abstract

s and titles screened N = 127 Papers excluded N = 96 Potential includes N = 31 Papers not obtained N = 8 Full document screened N = 23 Meta-analysis Studies included N = 3 Papers excluded N = 20 Full document screened N = 191 Meta-analysis Studies included N = 29 A meta-analysis of the impact of the implementation of thinking skills approaches on pupils 19 3. Identifying and describing studies: results 3.2 Characteristics of the included studies 3.2.1 Country of included studies The studies in the meta-analysis come from a range of countries, with half from the US and UK and a range of other countries represented. Table 3.1: Countries of studies in the in-depth review (N = 29) Country Number of studies 5 Australia 3 Canada 2 Hungary 1 Israel 2 The Netherlands 1 Nigeria 1 Pakistan 1 The Philippines 1 Taiwan 1 South Africa 1 UK 7 5 USA 8 Total (mutually exclusive) 29 3.2.2 Educational setting The studies in the meta-analysis represent a range of educational settings. Table 3.2: Educational setting of studies in the in-depth review (N = 29) Educational setting Number of studies Primary school 9 Secondary school 20 6 Special needs school 2 Total (not mutually exclusive) 31 3.2.3 Curriculum focus of the studies in the in-depth review The majority of the studies in the meta-analysis focus on science, mathematics and aspects of literacy (mainly reading comprehension). 5 Inference for one paper from affiliation of the author of the study. 6 Both Special Needs schools were also secondary schools A meta-analysis of the impact of the implementation of thinking skills approaches on pupils 20 3. Identifying and describing studies: results Table 3.3: Curriculum focus of the in-depth studies (N = 29) Curriculum focus Number of studies Citizenship 1 General/Cross-curricular/Other 7 ICT 1 Literacy – first languages 7 Mathematics 9 Science 9 7 Total (not mutually exclusive) 34