Evaluating 30 Years of Experimental Education Research in the Post-Soviet Space: A Meta-Analysis of Studies on Student Achievement

International Journal of Educational Development. 2025. Vol. 115. Article 103274.

Kersha Y., Melnik Y., Novikova M., Kosaretsky S., Zvyagintsev R.

In recent years, the importance of using an evidence-based approach in education has significantly increased. Research results from all over the world are utilized to shape educational practices and inform reforms. In post-Soviet countries, however, the need for evidence is at odds with a limited understanding of the availability and quality of data suitable for such purposes. The current meta-analysis addresses this gap by systematizing the results of experimental research aimed at improving student achievement in the post-Soviet space. To achieve this, we searched four databases and screened 1022 publications, identifying 41 studies relevant for analysis. The evaluation of the studies using a multi-level meta-analysis model (MLMA) showed that interventions analyzed had a positive and extremely high effect on student achievement (ES = 0.78), which contradicts similar work from other countries. At the same time at least two of the five methods employed in the study to evaluate publication bias proved its presence. Overall, the results of the systematic review indicate that the research available to date can hardly serve as a basis for evidence-based educational reform. The quality of the majority of experimental studies in the region highlights the need for future research into institutional factors that hinder the development of this type of studies. Recommendations were provided for authors and journals to improve the quality of experimental research and advance evidence-based approach in the region.​​​​​​

Keywords: post-Soviet studies, evidence-based approach, academic achievement, educational interventions, Multilevel meta-analysis

Publication based on the results of: Longitudinal study of factors influencing school failure (2024)