What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching

• A meta-analysis was used to examine teaching factors related to student outcomes.
• The dynamic model of educational effectiveness was used as a guiding framework.
• An integrated approach of effective teaching is empirically supported.
• The need for conducting more experimental and longitudinal studies is highlighted.
• The study findings suggest teaching practices that can be used in teacher education.

Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications.