This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles that met the inclusion criteria in the effect size calculation, resulting in 25 effect sizes. MTLAs have an overall medium and heterogeneous effect (d = .56, p < .001) on both music literacy and sight reading (d = .54, p < .01) as well as performance and aural skills (d = .51, p < .001). The effects of MTLAs can vary depending on the teaching methodology used, the category of musical-artistic outcomes targeted, and the educational level of the participants. No publication bias was identified.

中文翻译：

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迈向循证音乐教学：荟萃分析

本荟萃分析调查了音乐教学和学习活动 （MTLA） 对音乐艺术成果的影响。它旨在作为促进该领域循证教育实践的起点，这一需求近年来越来越受到强调。从来自在线搜索引擎查询的 93,291 篇文章开始，我们只在效应量计算中纳入了 20 篇文章的结果，得出了 25 个效应量。MTLA 对音乐素养和视奏 （d = .54， p < .01） 以及表演和听觉技能 （d = .51， p < .001） 具有总体中等和异质性的影响 （d = .56， p  <  .001）。  MTLA 的效果可能因所使用的教学方法、目标音乐艺术成果的类别以及参与者的教育水平而异。未发现发表偏倚。