Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Van Den Noortgate, W.
Right arrow Articles by Onghena, P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Multilevel Meta-Analysis: A Comparison with Traditional Meta-Analytical Procedures

Wim Van Den Noortgate

Katholieke Universiteit Leuven, Belgium

Patrick Onghena

Katholieke Universiteit Leuven, Belgium

In this article, the authors compare the multilevel meta-analysis approach with the more traditional meta-analytical approaches. After a description and comparison of the under-lying models and some of the major techniques, the results of the multilevel approach are compared with those of the traditional approaches, using a simulation study. The results of the simulation study suggest that the maximum likelihood multilevel approach is in general superior to the fixed-effects approaches, unless only a small number of studies is available. For models without moderators, the results of the multilevel approach, however, are not substantially different from the results of the traditional random-effects approaches.

Key Words: meta-analysis • multilevel • random effects • maximum likelihood • Monte Carlo simulation

Educational and Psychological Measurement, Vol. 63, No. 5, 765-790 (2003)
DOI: 10.1177/0013164403251027
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
H. W. Marsh, L. Bornmann, R. Mutz, H.-D. Daniel, and A. O'Mara
Gender Effects in the Peer Reviews of Grant Proposals: A Comprehensive Meta-Analysis Comparing Traditional and Multilevel Approaches
Review of Educational Research, September 1, 2009; 79(3): 1290 - 1326.
[Abstract] [Full Text] [PDF]