A Meta-Analysis of the Impact of Innovative Poetry Teaching Methods on Reading, Writing, and Comprehension Skills

Abstract

The purpose of this meta-analytic study is to evaluate the effects of innovative approaches and practices in teaching poetry on academic performance, including reading, writing, and understanding.   A total of 574 studies were initially identified using relevant keywords from the Web of Science, Taylor & Francis, Science Direct, Scopus, and ERIC databases. Of these, 35 studies met the inclusion criteria for the meta-analysis. The selected studies employed experimental or quasi-experimental designs with pretest/posttest or posttest control group setups and provided adequate data (n-values, means, standard deviations, or t, F, or χ² values) for effect size calculation. The meta-analysis encompassed a comprehensive sample size of 5,208 participants and examined studies published between 2010 and 2024, a period marked by the rise of innovative teaching approaches.  The findings, analyzed using a random-effects model, revealed a statistically significant positive effect of these innovative practices on reading, writing, and understanding poetry. Among the moderator variables, only the publication year, teaching method, and targeted skill were identified as significant moderators. The analysis emphasizes the important role of innovative approaches and practices in enhancing academic performance in poetry education.