The results of educational and psychological research projects concerning factors intervening in the process of guided and instruction are many times caption inconsistent and distributed in place and time of publication. As demand of effective organisation of conditions of human learning and cognition should be the attempt to integrate such knowledge objectively to general conclusions and characteristics. Besides the conceptual analytic-synthetical studies of the usual type can to the realisation of such goal contribute new procedures and the statistical conception of meta-analysis and quantitative synthesis. Such need and possibilities are demonstrated by any examples: integration of comparison of effect of programmed learning and computer based instruction with the usual instruction, based on the measure of „effect-size“.