This mixed-research synthesis examined the short and long-term effects of out-of-school learning (OSL) activities on student achievement and factors affecting these practices. Initially, two meta-analytic reviews examined the short and long-term effects of OSL practices on student achievement under a random-effects model. Then, a thematic synthesis of primary qualitative studies explored the pedagogical factors affecting OSL practices. Finally, results from both phases were integrated through a cross-study synthesis. The study found that OSL significantly improves student achievement, = 1.062, 95 CI [0.930, 1.194], and achievement retention, = 1.033, 95 CI [0.759, 1.307]. However, there were considerable within and between-study heterogeneities. The moderator variables of country, discipline area, intervention length, and grade levels significantly contributed to effect size variability in one or both meta-analyses. The thematic synthesis revealed many pedagogical factors and implications that needed consideration when planning for, implementing, and finalizing OSL. Interventions matching the implications drawn from the primary qualitative studies had statistically significant effects on student outcomes in many cases. The study concluded by discussing major findings, conclusions, and implications for future research, teachers, and policymakers.

中文翻译：

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校外学习活动对学生成绩的短期和长期影响：混合研究综合


这项混合研究综合研究了校外学习（OSL）活动对学生成绩的短期和长期影响以及影响这些实践的因素。最初，两项荟萃分析综述在随机效应模型下研究了 OSL 实践对学生成绩的短期和长期影响。然后，对主要定性研究进行主题综合，探讨了影响 OSL 实践的教学因素。最后，通过交叉研究综合整合两个阶段的结果。研究发现，OSL 显着提高了学生成绩 (= 1.062, 95 CI [0.930, 1.194]) 和成绩保留率 (= 1.033, 95 CI [0.759, 1.307])。然而，研究内部和研究之间存在相当大的异质性。国家、学科领域、干预长度和年级水平等调节变量对一项或两项荟萃分析中的效应大小变异性有显着影响。主题综合揭示了在规划、实施和最终确定 OSL 时需要考虑的许多教学因素和影响。在许多情况下，与主要定性研究得出的结论相匹配的干预措施对学生的成绩具有统计上的显着影响。该研究最后讨论了主要发现、结论以及对未来研究、教师和政策制定者的影响。