Revisiones sistemáticas y meta-análisis en Educación: un tutorial

Autores/as

DOI: https://doi.org/10.6018/riite.545451
Palabras clave: Meta-análisis, Revisión sistemática, Educación basada en la evidencia, Tamaño del efecto

Resumen

Las revisiones sistemáticas (RSs) y los meta-análisis (MAs) constituyen una metodología consolidada en las Ciencias Sociales y de la Salud. Su propósito es sintetizar los resultados de estudios empíricos para dar respuesta a alguna pregunta de interés. Tomando como base una revisión comprehensiva de la literatura sobre RSs y MAs, se presenta en este artículo un tutorial sobre cómo hacer este tipo de investigaciones. Para ello, se describe su desarrollo siguiendo siete etapas: (1) formulación de la pregunta de interés; (2) definición de los criterios de selección de los estudios; (3) búsqueda de los estudios mediante el uso de fuentes formales e informales; (4) extracción de las características de los estudios; (5) definición del resultado de los estudios, haciendo hincapié en los índices del tamaño del efecto (ej., familia d y familia r); (6) métodos de síntesis, distinguiendo entre síntesis meta-analítica y otros métodos de síntesis, y (7) publicación o redacción de la RS/MA. También se presentan recomendaciones sobre cómo hacer lectura crítica de RSs/MAs hechas por otros y se presentan checklists y guías orientativas sobre cómo redactarlas, tales como los checklists PRISMA, AMSTAR-2, MOOSE o REGEMA, entre otros. Finalmente, se discuten las ventajas y las limitaciones de las RSs/MAs y se alcanzan algunas reflexiones finales, centrando la atención en la importancia de valorar posibles sesgos en los resultados de este tipo de investigación.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Badenes-Ribera, L., Rubio-Aparicio, M. y Sánchez-Meca, J. (2020). Meta-análisis de generalización de la fiabilidad. Informació Psicològica, 119, 17-32. https://doi.org/dx.medra.org/10.14635/IPSIC.2020.119.6

Bahadivand, S., Doosti-Irani, A., Karami, M., Qorbani, M. y Mohammadi, Y. (2021). Prevalence of high-risk behaviors among Iranian adolescents: A comprehensive systematic review and meta-analysis. Journal of Education and Community Health, 8(2), 135-142. https://doi.org/10.29252/jech.8.2.135

Becker, B.J. (1988). Synthesizing standardized mean-change measures. British Journal of Mathematical and Statistical Psychology, 41, 257-278. https://doi.org/10.1111/j.2044-8317.1988.tb00901.x

Borenstein, M. y Hedges, L.V. (2019). Effect sizes for meta-analysis. En Cooper, H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 207-243). Russell Sage Foundation.

Borenstein, M., Hedges, L.V., Higgins, J.P.T. y Rothstein, H.R. (2019). Introduction to meta-analysis (2ª ed.). Wiley.

Botella, J. y Sánchez Meca, J. (2015). Meta-análisis en ciencias sociales y de la salud. Síntesis.

Breidbord, J. y Croudace, T.J. (2013). Reliability generalization for Childhood Autism Rating Scale. Journal of Autism and Developmental Disorders, 43(12), 2855-2865. https://doi.org/10.1007/s10803-013-1832-9

Campbell, M., Katikireddi, S.V., Sowden, A. y Thomson, H. (2019). Lack of transparency in reporting narrative synthesis of quantitative data: A methodological assessment of systematic reviews. Journal of Clinical Epidemiology, 105, 1-9. https://doi.org/10.1016/j.jclinepi.2018.08.019

Campbell, M., McKenzie, J.E., Sowden, A., Katikireddi, S.V., Brennan, S.E., Ellis, S., Hartmann-Boyce, J., Ryan, R., Shepperd, S., Thomas, J., Welch, V. y Thomson, H. (2020). Synthesis without meta-analysis (SWiM) in systematic reviews: Reporting guideline. British Medical Journal, 368(l6890). http://dx.doi.org/10.1136/bmj.l6890

Card, N.A. (2012). Applied meta-analysis for social science research. Guilford Press.

Cheng, L., Ritzhaupti, A.D. y Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta‑analysis. Educational Technology Research and Development, 67, 793-824. https://doi.org/10.1007/s11423-018-9633-7

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Erlbaum.

Conn, V.S. y Rantz, M.J. (2003). Research methods: Managing primary study quality in meta-analyses. Research in Nursing and Health, 26, 322-333. https://psycnet.apa.org/doi/10.1002/nur.10092

Cooper, H. (2016). Research synthesis: A step-by-step approach (5ª Ed.). Sage.

Cooper, H., Hedges, L.V. y Valentine, J.F. (Eds) (2019). The handbook of research synthesis and meta-analysis (3ª Ed.). Rusell Sage Foundation.

Cortina, J.M. y Nouri, H. (2000). Effect size for ANOVA designs. Sage.

Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge.

Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121. https://doi.org/10.1111/1467-8527.00106

Dekker, I. y Meeter, M. (2022). Evidence-based education: Objections and future directions. Frontiers in Education, 7:941410. https://doi.org/10.3389/feduc.2022.941410

Downes, M.J., Brennan, M.L., Williams, H.C. y Dean, R.S. (2016). Development of a critical appraisal tool to assess the quality of cross-sectional studies (AXIS). British Medical Journal Open, 6, e011458. https://doi.org/10.1136/bmjopen-2016-011458

Duval, S. y Tweedie, R. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455-463. https://doi.org/10.1111/j.0006-341x.2000.00455.x

Egger, M., Higgins, J.P.T. y Smith, G.D. (2022). Systematic reviews in health research: Meta-analysis in context (2ª ed.). Wiley.

Egger, M., Smith, G.D., Schneider, M. y Minder, C. (1997). Bias in meta-analysis detected by a simple graphical test. British Medical Journal, 315, 629-634.

Ellis, P.D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis and the interpretation of research results. Cambridge University Press.

Erion, J. (2006). Parent tutoring: A meta-analysis. Education and Treatment of Children, 29, 79-106.

Giustini, D. (2019). Retrieving grey literature, information, and data in the digital age. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 101-126). Russell Sage Foundation.

Glanville, J. (2019). Searching bibliographic databases. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 73-99). Russell Sage Foundation.

Glass, G.V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X005010003

Glass, G.V. y Smith, M.L. (1978). Meta-analysis of research on the relationship of class-size and achievement. Far West Laboratory for Educational Research and Development, San Francisco (CA).

Glass, G.V., McGaw, B. y Smith, M.L. (1981). Meta-analysis in social research. Sage.

Grissom, R.J. y Kim, J.J. (2012). Effect sizes for research: Univariate and multivariate applications (2ª ed.). Routledge.

Hedges, L.V. (1981). Distribution theory for Glass's estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107-128. https://doi.org/10.3102/10769986006002107

Higgins, J.P.T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M.J. y Welch, V.A. (Eds.) (2022). Cochrane handbook for systematic reviews of interventions (2ª ed.). Wiley. Disponible en: https://training.cochrane.org/handbook/current

Hutton, B., Salanti, G., Caldwell, D.M., Chaimani, A., Schmid, C.H. et al. (2015). The PRISMA Extension Statement for Reporting of Systematic Reviews Incorporating Network Meta-analyses of Health Care Interventions: Checklist and Explanations. Annals of Internal Medicine, 162, 777-784. https://doi.org/10.7326/M14-2385

IntHout, J., Ioannidis, J.P.A., Rovers, M.M. y Goeman, J.J. (2016). Plea for routinely presenting prediction intervals in meta-analysis. British Medical Journal Open, 6, e010247. https://doi.org/10.1136/bmjopen-2015-010247

Hunt, M. (1997). How science takes stock: The story of meta-analysis. Russell Sage Foundation.

Kline, R.B. (2019). Becoming a behavioral science researcher: A guide to producing research that matters (2ª Ed.). Guilford Press.

Light, R.J. y Pillemer, D.B. (1984). Summing up: The science of reviewing research. Harvard University Press.

Lindberg, S.M., Hyde, J.S., Petersen, J.L. y Linn, M.C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123-1135. https://doi.org/10.1037/a0021276

Lipsey, M.W. (2019). Identifying potentially interesting variables and analysis opportunities. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 141-151). Russell Sage Foundation.

Lipsey, M.W. y Wilson, D.B. (2001). Practical meta-analysis. Sage.

López-López, J.A., Marín-Martínez, F., Sánchez-Meca, J., Van den Noortgate, W. y Viechtbauer, W. (2014). Estimation of the predictive power of the model in mixed-effects meta-regression: A simulation study. British Journal of Mathematical and Statistical Psychology, 67, 30-48. https://doi.org/10.1111/bmsp.12002

McKenzie, J.E. y Brennan, S.E. (2022). Chapter 12: Synthesizing and presenting findings using other methods. En Higgins, J.P.T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M.J. y Welch, V.A. (Eds.), Cochrane handbook for systematic reviews of interventions vers. 6.3. Cochrane. Disponible en: www.training.cochrane.org/handbook.

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P. y Stewart, L.A. (2015). Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1):1. https://doi.org/ 10.1186/2046-4053-4-1

Morris, S.B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364-386. https://doi.org/10.1177/1094428106291059

Morris, S.B. y DeShon, R.P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-group designs. Psychological Methods, 7, 105-125. https://doi.org/10.1037/1082-989x.7.1.105

Nosek, B.A., Alter, G., Banks, G.C., Borsboom, D., Bowman, S.D. et al. (2015). Promoting an open research culture: Author guidelines for journals could help to promote transparency, openness, and reproducibility. Science, 348(6242), 1422–1425. https://doi.org/10.1126/science.aab2374

Page, M.J., Cumpston, M., Chandler, J. y Lasserson, T. (2021). Reporting the review. En Higgins, J.P.T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M.J. y Welch, V.A. (Eds.), Cochrane Handbook for Systematic Reviews of Interventions version 6.2 (actualizada en Febrero 2021). Cochrane Collaboration. Disponible en www.training.cochrane.org/handbook

Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(89). https://doi.org/10.1186/s13643-021-01626-4

Patros, H.G., Alderson, R.M., Kasper, L.J., Tarle, S.J., Lea, S.E. y Hudec, K.L. (2016). Choice-impulsivity in children and adolescents with attention deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 43, 162-174. https://doi.org/10.1016/j.cpr.2015.11.001

Petrosino, A., Boruch, R.F., Soydan, H., Duggan, L. y Sánchez-Meca, J. (2001). Meeting the challenges of evidence-based policy: The Campbell Collaboration. Annals of the American Academy of Political and Social Science, 578, 14-34. https://doi.org/10.1177/0002716201578001002

Petticrew, M. y Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell.

Pigott, T. y Polanin, J.R. (2019). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24-46. https://doi.org/10.3102/0034654319877153

Piñeiro-López, S., Martí-Vilar, M. y González-Sala, F. (2022). Intervenciones educativas en conducta prosocial y empatía en alumnado con altas capacidades: Una revisión sistemática. Bordón, 74(1), 141-157. https://doi.org/10.13042/Bordon.2022.90586

Rosa-Alcázar, A.I., Sánchez-Meca, J., Gómez-Conesa, A. y Marín-Martínez, F. (2008). The psychological treatment of obsessive-compulsive disorder: A meta-analysis. Clinical Psychology Review, 28, 1310-1325. https://doi.org/10.1016/j.cpr.2008.07.001

Rosenthal, R. (1991). Meta-analytic procedures for social research (ed. rev.). Sage.

Rosenthal, R., Rosnow, R.L. y Rubin, D.B. (2000). Contrasts and effect sizes in behavioral research: A correlational approach. Cambridge University Press.

Rothstein, H.R., Sutton, A.J. y Borenstein, M. (Eds.) (2005). Publication bias in meta-analysis: Prevention, assessment, and adjustments. Wiley.

Rubio-Aparicio, M., López-López, J. A., Viechtbauer, W., Marín-Martínez, F., Botella, J. y Sánchez-Meca, J. (2020). Testing categorical moderators in mixed-effects meta-analysis in presence of heteroscedasticity. Journal of Experimental Education, 88(2), 288-310. https://doi.org/10.1080/00220973.2018.1561404

Rubio-Aparicio, M., Sánchez-Meca, J., Marín-Martínez, F. y López-López, J.A. (2018). Guidelines for reporting systematic reviews and meta-analyses. Annals of Psychology, 34(2), 412-420. http://dx.doi.org/10.6018/analesps.34.2.320131

Salameh, J.-P., Bossuyt, P.M., McGrath, T.A., Thombs, B.D., Hyde, C.J., Macaskill, P. et al. (2020). Preferred reporting items for systematic review and meta-analysis of diagnostic test accuracy studies (PRISMA-DTA): explanation, elaboration, and checklist. British Medical Journal, 370(m2632).

Sánchez Martín, M., Navarro Mateu, F. y Sánchez-Meca, J. (2022). Las revisiones sistemáticas y la educación basada en evidencias. Espiral. Cuadernos del Profesorado, 15(30), 108-120.

Sánchez-Meca, J. (2008). Meta-análisis de la investigación. En Verdugo, M.A., Crespo, M., Badía, M. y Arias, B. (Coords.), Metodología en la investigación sobre discapacidad: Introducción al uso de las ecuaciones estructurales (pp. 121-139). Publicaciones del INICO (Colección ACTAS, 5/2008).

Sánchez-Meca, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38, 53-64.

Sánchez-Meca, J., Boruch, R.F., Petrosino, A. y Rosa-Alcázar, A.I. (2002). La Colaboración Campbell y la práctica basada en la evidencia. Papeles del Psicólogo, 22(83), 44-48.

Sánchez-Meca, J., López-López, J.A. y López-Pina, J.A. (2013). Some recommended statistical analytic practices when reliability generalization (RG) studies are conducted. British Journal of Mathematical and Statistical Psychology, 66, 402-425. https://doi.org/10.1111/j.2044-8317.2012.02057.x

Sánchez-Meca, J. y López-Pina, J.A. (2008). El enfoque meta-analítico de generalización de la fiabilidad. Acción Psicológica, 5, 37-64.

Sánchez-Meca, J. y Marín-Martínez, F. (2008). Confidence intervals for the overall effect size in random-effects meta-analysis. Psychological Methods, 13, 31-48. https://doi.org/10.1037/1082-989X.13.1.31

Sánchez-Meca, J. y Marín-Martínez, F. (2010). Meta-analysis. En P. Peterson, E. Baker y B. McGaw (Eds.), International Encyclopedia of Education (3ª ed.), Vol. 7 (pp. 274-282). Elsevier.

Sánchez-Meca, J., Marín-Martínez, F., López-López, J. A., Núñez, Núñez, R. M., Rubio-Aparicio, M., López-García, J. J., López-Pina, J. A., Blázquez-Rincón, D. M., López-Ibáñez, C. y López-Nicolás, R. (2021). Improving the reporting quality of reliability generalization meta-analyses: The REGEMA checklist. Research Synthesis Methods, 12(4), 516-536. https://doi.org/10.1002/jrsm.1487

Sánchez-Serrano, S., Pedraza-Navarro, I. y Donoso-González, M. (2022). ¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA? Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico. Bordón, Revista de Pedagogía, 74(3), 51-66. https://doi.org/10.13042/Bordon.2022.95090

Sapp, M. (2017). Primer on effect sizes, simple research designs, and confidence intervals. Charles C. Thomas Pub., Ltd.

Saunders, L.D., Soomro, G.M., Buckingham, J., Jamtvedt, G. y Raina, P. (2003). Assessing the methodological quality of nonrandomized intervention studies. Western Journal of Nursing Research, 25, 223-237. https://doi.org/10.1177/0193945902250039

Scherer, R. y Shiddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers in Education, 138, 13-32. https://doi.org/10.1016/j.compedu.2019.04.011

Schmidt, F.L. y Hunter, J.E. (2015). Methods of meta-analysis: Correcting error and bias in research synthesis (3ª Ed.). Sage.

Shea, B.J., Reeves, B.C., Wells, G., Thuku, M., Hamel, C. et al. (2017). AMSTAR 2: A critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. British Medical Journal, 358(j4008). http://dx.doi.org/10.1136/bmj.j4008

Stroup, D.F., Berlin, J.A., Morton, S.C., Olkin, I., Williamson, G.D., et al. (2000). Meta-analysis of observational studies in epidemiology: A proposal for reporting. Meta-analysis Of Observational Studies in Epidemiology (MOOSE) group. Journal of the American Medical Association, 283, 2008-2012. https://doi.org/10.1001/jama.283.15.2008

Valentine, J.C., Aloe, A.M. y Wilson, S.J. (2019). Interpreting effect sizes. En Cooper, H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 433-452). Russell Sage Foundation.

Verhagen, A.P., de Vet, H.C., de Bie, R.A., Kessels, A.G., Boers, M., Bouter, L.M., Knipschild, P.G. et al. (1998). The Delphi list: A criteria list for quality assessment of randomised clinical trials for conducting systematic reviews developed by Delphi consensus. Journal of Clinical Epidemiology, 51(12), 1235-1241. https://doi.org/10.1016/s0895-4356(98)00131-0

Vevea, J.L., Coburn, K. y Sutton, A. (2019). Publication bias. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 383-429). Russell Sage Foundation.

Vevea, J.L., Zelinsky, N.A.M. y Orwin, R.G. (2019). Evaluating coding decisions. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 173-204). Russell Sage Foundation.

Wells, G.A., Shea, B., O'Connell, D., Peterson, J., Welch, V., Losos, M. y Tugwell, P. (2000). The Newcastle–Ottawa Scale (NOS) for assessing the quality of non-randomized studies in meta-analysis. Manuscrito no publicado, Universidad de Ottawa (Canadá).

White, I.R., Schmid, C.H. y Stijnen, T. (2021). Choice of effect measure and issues in extracting outcome data. En Schmid, C.H., Stijnen, T. y White, I.R. (Eds.), Handbook of meta-analysis (pp. 27-39). CRC Press.

Wilson, D.B. (2019). Systematic coding for research synthesis. En Cooper. H., Hedges, L.V. y Valentine, J.C. (Eds.), The handbook of research synthesis and meta-analysis (3ª ed.) (pp. 153-172). Russell Sage Foundation.

Publicado
01-12-2022
Cómo citar
Sánchez-Meca, J. (2022). Revisiones sistemáticas y meta-análisis en Educación: un tutorial. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 5–40. https://doi.org/10.6018/riite.545451