IMPLICATIONS OF META-ANALYSIS FOR EDUCATIONAL RESEARCHES

Meta-analysis is a set of techniques used to combine the results of number of different studies to formulate a
single, more precise estimate of an effect. This study assessed the level of understanding of public elementary
school teachers in line with the utilization and implications of meta-analysis as statistical technique combining
different findings to establish patterns, effects and trends. The study employed a sequential explanatory mixed
method. Respondents of the study were the 200 public elementary school teachers in the Philippines who were
randomly selected. Findings of the study revealed that teachers possessed low level of understanding on the
significant implications of meta-analysis in the conduct of educational researches in terms of evidenced-based
practice, identification of research gaps and theory development. Also, the study concluded that teachers
obtained moderate level of understanding in defining, using and organizing meta-analysis studies in terms of
applicability and variability concepts respectively. On the other hand, the teacher-respondents encountered
challenges in using meta-analysis because it required advanced statistical knowledge and skills. Apparently,
teacher-respondents expressed that advanced statistical knowledge hampered their comprehensive understanding
in the use of meta-analysis in conducting educational researches. Thus, the study a proposed a program
intervention which may help teachers improve their understanding on the use of meta-analysis in educational
researches.