NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Permzadian, Vahe; Credé, Marcus – Review of Educational Research, 2016
We review the effectiveness of first-year seminars based on the widely used criteria of first-year grades and the 1-year retention rate. Meta-analytic results indicate that first-year seminars have a small average effect on both first-year grades (k = 89, N = 52,406, d = 0.02) and the 1-year retention rate (k = 195, N = 169,666, d = 0.11). We…
Descriptors: College Freshmen, First Year Seminars, Program Effectiveness, Grades (Scholastic)
Effects of the Attributes of Educational Interventions on Students' Academic Performance: A Meta-Analysis
Direct linkDirect link
de Boer, Hester; Donker, Anouk S.; van der Werf, Margaretha P. C. – Review of Educational Research, 2014
This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the…
Descriptors: Meta Analysis, Intervention, Academic Achievement, Learning Strategies
Using Commonality Analysis to Quantify Contributions that Self-Efficacy and Motivational Factors Make in Mathematics Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Zientek, Linda Reichwein; Thompson, Bruce – Research in the Schools, 2010
Self-efficacy and mathematics anxiety have been identified as predictors of mathematics achievement. In the present study, secondary analyses on matrix summaries available from prior published studies were utilized to investigate the contribution that self-efficacy and mathematics anxiety made in mathematics performance. Commonality analyses were…
Descriptors: Self Efficacy, Mathematics Achievement, Mathematics Anxiety, Predictor Variables
Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis on Intervention Studies at Primary and Secondary School Level
Peer reviewed Peer reviewed
Direct linkDirect link
Dignath, Charlotte; Buttner, Gerhard – Metacognition and Learning, 2008
Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training…
Descriptors: Intervention, Academic Achievement, Effect Size, Secondary School Students
Mastery Testing and Student Learning: A Meta-Analysis.
Peer reviewed Peer reviewed
Kulik, Chen-Lin C.; Kulik, James A. – Journal of Educational Technology Systems, 1987
This meta-analysis of 49 comparative studies shows that mastery testing has positive effects on student learning, but the size of effect depends on the stringency of the criterion used and the degree of experimental control. The effects of instructional time, student attitudes, and differences in ability levels are also addressed. (Author/LRW)
Descriptors: Academic Ability, Academic Achievement, Comparative Analysis, Criterion Referenced Tests
Effects of Testing for Mastery on Student Learning.
Kulik, Chen-Lin C.; And Others – 1986
The purpose of this study was to determine the extent to which mastery testing contributes to instructional effectiveness and to determine the size of its effects in different outcome areas, such as aptitude and instructional time. A meta-analytic methodology was used to integrate findings from experimental studies. Twenty studies examined…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Behavioral Objectives