Michael Gr Voskoglou, Joanna Mamona-Downs
Introduction to the Special Issue on Recent Advances in Mathematics Education
European journal of investigation in health, psychology and education
equivalencebased instruction ebi pedagogy based principles stimulus equivalence teaching academically relevant concepts selfpaced masterybased methodology meets many instructional design standards suggested skinner 1968 adds generative learning programming derived stimulusstimulus relations particularly useful context college course students must learn numerous concepts article provide first metaanalysis ebi higher education authors conducted systematic literature search identified 31 applied collegelevel ebi experiments across 28 articles separate metaanalyses conducted singlesubject group design studies results showed ebi effective instruction active control studies comparing ebi variants show differences training variants future research increase internal external statistical conclusion validity promote mainstream use ebi classrooms