Interventions to Foster Knowledge Transfer in School Students: A Meta-Analysis

School students would ideally apply their acquired knowledge to new situations and problems. However, such knowledge transfer rarely occurs. Researchers have developed instructional interventions to foster knowledge transfer in students. These studies have not been systematically synthesized. It is unknown to what extent and with which types of instructional methods transfer can be fostered best. Previous research has shown that transfer can occur over several transfer dimensions. The meta-analysis synthesizes studies evaluating how strongly interventions (in relation to comparison groups) foster knowledge transfer. We are interested in the average effect of instructional interventions on knowledge transfer and in variations in the effectivity based on methods, transfer dimensions and subpopulations. The study has no participants. This meta-analysis uses Hedges g as effect size to evaluate the effect of interventions on knowledge transfer in a random-effects meta-analysis with robust variance estimation. Information about the intervention, knowledge, transfer, study, sample, and methodological characteristics will be used as moderators. unknown other