A Meta-Analysis of Cognitive and Affective Outcomes of Havruta Learning

So Hee Yoon


The purpose of this study was to investigate effects of havruta learning through meta-analysis. Eighteen eligible experimental studies were obtained through a systematic literature review and then coded. An overall effect size was computed while moderator analyses were also conducted. This meta-analysis indicated that the overall effect size for all studies was 0.824. Moderator analysis showed statistically significant differences by moderating variables in study characteristics, methodological characteristics, design characteristics, and outcome characteristics. Results included that the effect size of the cognitive domain was larger than that of the affective domain. Regarding school levels, elementary school, secondary school, college, and kindergarten were in descending order of effect sizes. These findings could present a basis for developing effective programs grounded in empirical evidence.

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DOI: https://doi.org/10.5430/jct.v12n1p85


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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email: jct@sciedupress.com

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