Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

This meta-analytic synthesis of findings from 60 evaluation studies schowed that special college programs for high-risk students have had basically positive effects on students. High-risk students who enrolled in such programs stayed in college somewhat longer than control students did, and they received somewhat better grades in regular college…

Results from a meta-analysis of 26 controlled studies on the effects of accelerated instruction on elementary and secondary school students are presented. The examination performance of accelerates surpassed the performance of equivalent age and intelligence nonaccelerates and equalled the performance of same-grade but older, talented…

A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools. Effects of mastery programs on student attitudes, instructional time, and college completion rates are discussed.…