The Effect of Complementary Measurement and Evaluation Techniques on Academic Achievement: A Meta-Analysis Study (original) (raw)
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Performance Evaluation in Schools: A Meta-analysis Study
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In this study, a size-effect estimation was carried out to determine the relevance among organizational commitment, workload, motivation, and success in school performance. A meta-analysis method, a quantitative and formal research method that aims at systematic evaluation of previous studies for the outcome, was conducted in this research. To achieve the aim, referred journals such as Web of Science, SCOPUS, Yüksek Öğrenim Kurulu (YÖK), and National and International, published between 2010-2020, as well as the quantitative studies, were done in school performance, were scanned and findings were included in this study. The keywords in this study were, "performance, performance evaluation, performance assessment in schools, performans, performans değerlendirmesi and okullarda performans değerlendirmesi." While scanning the publications, WOS and SCOPUS-based, referred journals, for National dissertations YÖK databases were used. 353 types of research were reached in the Literature review, 239 of which were exempted because they were not relevant to the study. 114 types of research were dealt with during the Meta-analysis process. The Q and I² statistics were referred to determine the effect-size estimation process. The distribution of the findings was found to be heterogeneous. A strong and positive dimension (Zr=0.581) effect size was calculated between performance evaluation in schools and organizational commitment. The effect size calculated on the basis of the relationship between performance evaluation in schools and workload is also strong and positive (Zr=0.566). The effect of medium level and positive direction (Zr=0.405) between performance evaluation in schools and motivation was calculated. Moderate and positive (Zr =0.424) effect size was found between performance evaluation and academic success in schools. To conclude, it could be said that the reason why not too much research has been done in this field in both Turkey and TRNC is due to the transition to the performance evaluation system in 2015-2016.
International Journal of Educational Research, 1996
Educational productivity model Educational productivity model with average effect sizes Types of meta-analytic procedures reported Report of the various ways outliers were handled in the meta-analyzes Topics addressed in the discussion section Types of statistical analyses Contextual variables coded Stem and leaf plot of total mean effect size for all recta-analyses Stem and leaf plot of total mean effect size for unique recta-analyses only Stem and leaf plot of total mean effect size for unique curriculum interventions meta-analyses only Funnel plot of the number of subanalyses versus mean effect size Funnel plot of the number of primary studies versus mean effect size Funnel plot of the number of subjects versus mean effect size Funnel plot of the number of variables coded versus mean effect size
The factors affecting academic achievement: A systematic review of meta analyses
International Online Journal of Education and Teaching (IOJET), 2021
The study aimed to identify the factors and to demonstrate their effects on academic achievement in various publications that utilized meta-analyses. For this purpose, the meta-analyses publications on the Web of Science-All Database till 2018 were reviewed. In the study, the systematic review method was adopted. Following a related review, 169 meta-analyses were included in the scope of the study. The effects of 254 variables on academic achievement were investigated, and consequently, 427 effect sizes were found in total. Variables obtained from meta-analyses with the effect sizes between-.799 and 3.170 were examined in nine categories. The results revealed that the number of variables evaluated in the categories of psychological, socioeconomic , socio-demographic and individual characteristics, learning theories and teaching strategies, and family was bigger than other categories.
Two Approaches in Student Achievements Assessment – Pro et Contra
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2017
Student achievement depends very much on reliable and valid assessment methods. In this paper assessment of reflecting writing and computer based on - line tests will be discussed. The main challenge in evaluation reflecting writing tests is objectivity. For this purpose test papers were evaluated mutually by different lecturers and grading compared by Pearson`s correlation coefficient. Results showed that strong correlation exists in all compared assessor pairs. In computer based on-line test in Moodle platform evaluation is done by computer programme and grading is announced just after student finishes the test. In purpose to maintain student`s reflective skills clinical case and/or problem were included in computer based tests. These questions were evaluated manually. Two types of assessment – manual and computer based have their advantages and disadvantages. Our conclusion is that different tests and assessment methods should be used for comprehensive and objective evaluation of...
The purpose of this research is to synthesize the results of experimental studies which investigated the effect of certain contemporary learning approaches including cooperative learning, multiple intelligence-based learning, problem-based learning, and constructivist learning approach on students' mathematics achievement via meta-analysis method. In order to collect the data, first the inclusion criteria were determined and a coding form was developed. As a result, the meta-analysis involved 47 experimental studies published between 2005 and 2014, which investigated the impact of contemporary learning approaches on learners' mathematics achievement. Based on the findings obtained from 2627 subjects who took part in these studies, a synthesis was done about the impact of contemporary learning approaches on mathematics achievement. The analysis based on the random effects model revealed that using contemporary learning approaches have a significant (p< 0.001) impact on mathematics achievement with a large effect size (d=0.93). This finding suggests that using contemporary learning approaches in mathematics lessons is effective in increasing the learners' mathematics achievement. As a result of the comparisons of common effect sizes between groups based on random effects model, no statistically significant difference was observed between the specific learning approaches (Q BG =6.456, df=3, p= .091) and school stages the treatments were conducted (Q BG =4.136, df=2, p=.126). Moreover, the meta-regression analysis based on random effects model revealed no statistically significant effect of the duration of treatment on learners mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-0.04990, p> .05). However, it was found that group size had a significant negative effect on mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-2.12076, p< .05), i.e. as the number of students decreases, the better results are achieved from contemporary learning approaches in terms of learners' math achievement. ÖZ: Bu araştırmada çağdaş öğrenme yaklaşımları kapsamında değerlendirilen işbirlikli öğrenme, çoklu zekâ kuramına dayalı öğrenme, probleme dayalı öğrenme ve yapılandırmacı öğrenme yaklaşımlarının matematik dersi akademik başarısına etkisinin incelendiği deneysel çalışmalardan elde edilen sonuçların meta-analiz yoluyla sentezlenmesi amaçlanmıştır. Verilerin toplanması için dâhil edilme kriterleri belirlenip kodlama formu hazırlanmıştır. Bu doğrultuda çağdaş öğrenme yaklaşımlarının matematik başarısına etkisini inceleyen ve 2005–2014 yılları arasında yayınlanmış toplam 47 deneysel çalışma meta-analize dâhil edilmiştir. Bu araştırmalara katılan 2627 denekten elde edilen bulgulara göre çağdaş öğrenme yaklaşımlarının matematik başarısına etkisine ilişkin sentezlemeye gidilmiştir. Rastgele etkiler modeline göre yapılan analizler sonucunda çağdaş öğrenme yaklaşımların matematik başarısı üzerindeki etkisinin anlamlı (p<0.001) ve geniş (d=0.93) olduğu saptanmıştır. Bu değer çağdaş öğrenme yaklaşımlarının öğrencilerin matematik başarısını artırmada anlamlı düzeyde daha etkili olduğunu göstermektedir. Rastgele etkiler modeline göre yapılan analizler sonucunda çalışmaların ortak etki büyüklükleri açısından yapılan gruplar arası karşılaştırmalarda, uygulanan yaklaşımlar arasında (Q GA =6.456, sd=3, p=.091) ve deneyin yapıldığı öğretim kademeleri arasında (Q GA =4.136, sd=2, p=.126) istatistiksel açıdan anlamlı bir fark olmadığı görülmüştür. Ayrıca rastgele etkiler modeline göre yapılan meta-regresyon analizi sonucunda çağdaş öğrenme yaklaşımlarına dayalı yürütülen deneysel çalışmalarda deney süresinin matematik başarıları açısından anlamlı bir etkiye sahip olmadığı (z=-0.0499, p>.05) görülmüştür. Ancak grup büyüklüğünün çağdaş öğrenme yaklaşımlarına dayalı yürütülen deneylerde öğrencilerin matematik
A Meta-Meta-Analysis: Methodological Aspects of Meta-Analyses in Educational Achievement
Selected methodological characteristics of meta-analyses related to educational achievement are reviewed in an exploration of the practice of meta-analysis and the characteristics of meta-analyses related to educational achievement, as well as possible relationships among background, methodological and substantive characteristics, and effect sizes. A literature search identified 1,197 documents, of which 694 were retrieved as pertinent. Using only meta-analyses published after 1984, 103 published meata-analyses were selected as having met study criteria. The most frequent type of meta-analysis was that of treatment effectiveness. Hypothesis and theory testing did not appear as frequently as descriptive research. Many primary research articles did not include sample size, precluding the computation of effect size. Many details of the search procedures in meta-analyses were not included, and fewer than 40% of the authors reported some kind of homogeneity of effect size testing. Overal...
American Journal of Humanities and Social Sciences Research, 2024
Assessment of student performance is an essential component of the educational process, which helps to identify students' strengths and weaknesses and to determine appropriate measures for improvement. This paper analyzes the academic performance of students from first grade to ninth grade, using physical and online tests to assess their achievement in various subjects. So, the purpose of this study is to analyze the academic performance of students and identify the factors that influence their achievements. This study uses a quantitative approach to assess students' academic performance. The sample includes "Heronjtë e Lumës" elementary and junior high school students in a broad representation of students from first grade to ninth grade, with results showing a high variability in percentages of academic achievement. Factors that influence academic performance, such as pedagogical methods, socioeconomic status, psychological aspects, and the school environment, are analyzed to provide a deeper understanding of student achievement. The results suggest the need for more personalized approaches to teaching and increased support for lower-performing students. The study concludes with recommendations for improving teaching methods and educational policies, aiming to increase the quality of education and support the all-round development of students.
Students Academic Achievement Assessment in Higher Education Institutions
2020
Students academic achievement assessment in higher education institutions is one of the most urgent tasks that teachers face in the role of organizers of the educational process. The problem of forming a correct and objective rating point in assessing the results of studying a discipline is the key point in the final stage in studying thematic and module parts of the material. The rating score is formed by assessing individual student's educational activities. Depending on the type of assessment and control the students' vision of assessment objectivity is different. This study analyzes the works of Ukrainian and foreign authors who have devoted their scientific research to studying the question of students' learning outcomes control and evaluation; highlighting the principles of formative assessment and the peculiarities of distance learning assessment tasks formation. Particular attention is paid to the development of the author's methodology for educational achiev...
The American Journal of Evaluation, 1998
Current research on student classroom learning stresses the importance of considering both motivational and cognitive components of academic performance (Garcia & Pintrich, 1994; Pintrich & De Groot, 1990). Motivational components include students' perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students' content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strategies such as planning, monitoring, and regulating learning (Garcia & Pintrich, 1994). Research in both experimental and field settings has consistently shown that positive motivational beliefs such as perceptions of high selfefficacy, a focus on mastery goals, high value and interest in the task or content, and low levels of test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review). Given that both motivational and cognitive components are important for classroom learning, how can we assess them in the classroom context? Of course, in laboratory studies there are a number of techniques that can be used, including reaction time or think-aloud protocols to measure strategy use, and actual experimental manipulations to induce certain types of motivational goals (cf. Ericsson & Simon, 1993; Graham & Golan, 1991). Although these types of techniques can provide good construct validity and high internal validity, they do sacrifice some external validity and generalizability to the classroom setting. For example, students have self-efficacy beliefs for most academic tasks based on their past history of success and failure with similar tasks, while the laboratory task may be relatively M. Birenbaum et al. (eds.
Competing Model, and Predicting on Academic Achievement
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Abstract: The purposes of this study were 1) to compare the efficiency of learning strategies measurement models consisted of (a) Weinstein and Palmer‘s Model, (b) Stevens and Tallent-Runnels‘s Model, (c) Cano‘s Model, and (d) Model developed by the researcher, and 2) to assess the prediction of measurement efficiency of students ‘ learning strategies on academic achievement. The participants were 2,187 upper secondary school students from schools under the jurisdiction of the Office of the Basic Education Commission of Thailand. The instrument for data collection was a multidimensional learning strategies scale for upper secondary school students. In the results of this study, the model developed by the researcher was the most efficient model consisted of three dimensions: cognitive, affective, and skill strategies. This model was identified by 2=24.666 (df =17, p=.102),