Meta-Analysis of the Effectiveness of the Interventions Performed on Students' Referral Thinking

This study aimed to meta-analyze the effectiveness of interventions on students' referential thinking. The statistical population of the research was master's theses, doctoral dissertations, and research published in the field of interventions in magazines and scientific conferences of the country during the last ten years (2011-2021) in the field of educational interventions on student’s referrals thinking that had a suitable sample size and met the necessary conditions in terms of validity and reliability of the measurement tool and sampling method. Therefore, seven methodologically acceptable studies were selected and a meta-analysis was performed on them. The research tool was a meta-analysis checklist. The implementation stages of this meta-analysis were based on the meta-analysis stages of identity and Kramer. The results showed that the effect size of educational interventions on students' referrals thinking was relatively higher than 0.55. The most important point is that teaching cognitive-metacognitive strategies was more considered by researchers and had a higher effect on reducing students' referral thinking.