Out-of-school programs and interest: Design considerations based on a meta-analysis. (November 2021)

• Record Type: Journal Article
• Authors: Lewalter, Doris; Gegenfurtner, Andreas; Renninger, K. Ann
• Is Part Of: Educational research review. Volume 34(2021)
• Publication Date: 2021-11
• Subjects: Out-of-school -- Interest -- Design features -- Meta-analysis; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2021.100406
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: Descriptions of out-of-school time (OST) programs frequently claim to promote visitor/participant interest, but information about which design features are essential for that task are lacking. We report on a meta-analysis of research conducted in OST programs that assessed visitor/participant interest. Search criteria identified a total of 38 studies ( k = 77 independent datasets), published between 1998 and 2019. The total sample size was N pre = 23, 883 visitors/participants at pretest and N post = 22, 419 visitors/participants at posttest. Study findings suggest that there is a positive but trivial effect of OST programs on interest development (Hedges' g = 0.08). This appears to be explained by the fact that studies of OST typically do not distinguish between program features designed to promote an initial triggering of interest and the subsequent development and deepening of interest, nor do they clarify differences in the interest they were assessing in the 1-day visit/experience relative to what would be expected in the year-long afterschool program. Results further indicate that changes in interest assessed in OST may be positively moderated by the approach to (and measurement of) interest studied, as well as by program features such as whether they provide multidisciplinary offerings and designed programing that is independent of school, tutor facilitated, had trained educators, and lasted a significant period of time. Highlights: Design features have positive effects on interest development. Positive moderator effects for features such as independence from school, duration. Positive moderator effects for features such as tutor facilitation and trained educators. Program focus accounts for differences in the effect of OST programs on interest. Distinguishing between initial and developed interest in study of OST is needed.