Interventions for academically underachieving students: A systematic review and meta-analysis |
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| Institution: | 1. Hanover College, USA;2. Texas State University, USA;3. University of Louisville, USA;4. Children''s Mercy Hospital, USA;5. Cambridge Health Alliance and Harvard Medical School, USA;6. University of Southern California, USA;1. Al-Quds Open University, Gaza, Palestine;2. The Arctic University of Norway, Tromsø, Norway;1. School of Teaching and Learning, University of Florida, USA;2. School of Teaching, Learning and Curriculum Studies, Kent State University, USA;1. Raffles University, 80000 Johor Bahru, Johor, Malaysia;2. Media and Game Innovation Centre of Excellence, Institute of Human Centered Engineering, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia;3. School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia |
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| Abstract: | Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention. |
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| Keywords: | Underachievement Gifted Intervention Meta-analysis Systematic review |
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