Transfer strategies
Overview
- Influence: Transfer strategies
- Domain: Student Learning Strategies
- Sub-Domain: Meta-cognitive/self-regulated learning
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: For learning to be effective, students must be able to make a spontaneous, unprompted, and appropriate transfer of a learning or problem-solving strategy from one context to another. This can be near transfer to new problems similar to the instruction, or far transfer to new situations and domains.
Evidence
- Number of meta-analyses: 5
- Number of studies: 211
- Number of students: 7,315
- Number of effects: 234
- Weighted mean effect size: 0.75
- Robustness index: 3
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Book | Marzano, Gaddy, & Dean | USA | What Works in Classroom Instruction | 2000 | Experimental inquiry | 6 | 0 | 6 | 1.14 |
| Book | Marzano, Gaddy, & Dean | USA | What Works in Classroom Instruction | 2000 | Identifying similarities and differences | 51 | 0 | 51 | 1.32 |
| Report | Rayner, Bernard, & Osana | Canada | A Meta-Analysis of Transfer of Learning in Mathematics with a Focus on Teaching Interventions | 2013 | Transfer in math | 53 | 0 | 116 | 0.80 |
| School Science and Mathematics | Apthorp, Igel, & Dean | USA | Using similarities and differences: A meta-analysis of its effects and emergent patterns | 2012 | Similarities & Differences transfer | 12 | 1,650 | 12 | 0.65 |
| Journal of Management | Blume, Ford, Baldwin, & Huang | USA | Transfer of training: A meta-analytic review | 2010 | Transfer on learning | 89 | 5,665 | 49 | 0.39 |
| TOTAL/AVERAGE | 211 | 7,315 | 234 | 0.86 | |||||