Mohammad Owais Khan, Sakeena Khan
Influence of online versus traditional learning on EFL listening skills: A blended mode classroom perspective
Heliyon
montessori education oldest widely implemented alternative education world yet effectiveness clearly established primary objective review examine effectiveness montessori education improving academic nonacademic outcomes compared traditional education secondary objectives determine degree grade level montessori setting public montessori vs private montessori random assignment treatment duration length followup measurements moderate magnitude montessori effects searched relevant studies 19 academic databases variety sources known publish gray literature montessorirelated journals references studies retrieved searches search included studies published february 2020 initial search performed march 2014 followup search february 2020 included articles compared montessori education traditional education contributed least one effect size academic nonacademic outcome provided sufficient data compute effect size variance showed sufficient evidence baseline equivalencythrough random assignment statistical adjustmentof montessori traditional education groups synthesize data used clusterrobust variance estimation procedure takes account statistical dependencies data otherwise used standard methodological procedures specified campbell collaboration reporting conduct standards initial searches yielded 2012 articles 173 considered detail determine whether met inclusionexclusion criteria 141 excluded 32 included 32 studies yielded 204 effect sizes 113 academic 91 nonacademic across 132249 data points 32 studies met minimum standards inclusion including evidence baseline equivalence evidence montessori education outperformed traditional education wide variety academic nonacademic outcomes academic outcomes hedges g effect sizes positive values favor montessori ranged 026 general academic ability high quality evidence 006 social studies quality evidence language g 017 mathematics g 022 also high effect size composite academic outcomes 024 science academic outcome deemed low quality evidence according grade approach effect sizes nonacademic outcomes ranged 041 students inner experience school 023 social skills outcomes deemed low quality evidence executive function g 036 creativity g 026 moderate quality evidence effect size composite nonacademic outcomes 033 moderator analyses composite academic nonacademic outcomes showed montessori education resulted larger effect sizes randomized studies compared nonrandomized studies preschool elementary settings compared middle school high school settings private montessori compared public montessori moderator analyses treatment duration duration intervention followup data collection inconclusive evidence lack small samplesize studies favor traditional education could indicator publication bias however sensitivity analysis indicated findings favor montessori education nonetheless robust montessori education meaningful positive impact child outcomes academic nonacademic relative outcomes seen using traditional educational methods