Moderator analyses were conducted to examine the conditions under which moderating variables interacted with the intervention condition as predictor variables in the main effect analyses.
Moderator analyses were performed to examine possible reasons for variability in effects.
Potential sources for heterogeneity can be modeled and tested by means of moderator analyses [30].
Moderator analyses were performed to examine independent variables that may be contributing to the heterogeneity.
Moderator analyses reveal that crossover occurrence is not a function of training type.
Moderator analyses found that quizzes positively affect the effectiveness and attractiveness of blended learning.
Our moderator analyses focused on design features, student characteristics, instruction characteristics, and assessment features.
Moderator analyses identified participant and intervention characteristics that influence intervention efficacy.
For parent education, the results of the moderator analyses are displayed in Table 4, excluding the covariate results for brevity.
Moderator analyses showed variation in results based on methodological-level (e.g. study design) and sample-level (e.g. gender) variables.
Moderator analyses examining design characteristics revealed few variables affecting the magnitude of the meta-analytically observed effects.
