Contributions of A Student
Contributions of A Student
Contributions of A Student
A presentation based on Visible Learning: A synthesis of over 800 meta-analyses relating to achievement by John Hattie
Objectives
In this presentation you will find information on the contributions of a student. The information covered will focus on how these different contributions affect a students achievement and learning.
The factors that will be covered are: * background * attitudes and dispositions * physical attributes * preschool influences
When the time is added together with weekend and vacation time, students spend about 15,000 hours in school over a lifetime: or about 30 percent of their waking time is spent in the hands of those legislated to teach them. (Hattie, 2009, p. 39)
BACKGROUND
Background Influences
o Prior Achievement
* The effect size of prior achievement on student achievement is 0.67, which is within the zone of desired effects. * Prior achievement and prior school grades is the best individual predictor for academic success for students.
(Schuler, Funke, Baron-Boldt , 1990)
Background Influences
o Piagetian Programs
* The effect size for Piagetian Programs on student achievement is 1.28, which is high and reaches out of the zone of desired effects. * This is an important influence because during this stage, understanding how the children think and how they are solving tasks affects what kind of materials we choose and the curriculum we choose.
(Naglieri & Das, 1997) (Sweller, 2008)
o Motivation
* The effect size for motivation is 0.48, which is in the zone of desired effects. * When talking about motivation, we need to communicate to our students the goals, learning intentions, success criteria, and the purpose for the learning.
PHYSICAL ATTRIBUTES
Ethnicity
* The effect size of having a positive view of your ethnicity is 0.32, which is in the teacher effects. * When students have a positive view of their ethnicity, then we are encouraging the students to be who they are in our classroom and it will encourage their achievement if they feel comfortable
PRESCHOOL INFLUENCES
Preschool Influences
o Early Interventions * Early interventions had an effect size of 0.47, overall, it had an effect size of 0.50, which is in the zone of desired effects. * When a student is struggling in certain areas, then providing an early intervention, then the student has a chance of succeeding, but the intervention needs to be maintained after the early stages.
o
Preschool Programs
* Preschool programs had an effect size of 0.45, overall it had an effect size of 0.52. * Different preschool programs had different effects on the students achievement and it depends on the type of program.
References
Hattie, J. (2009). Visible learning, a synthesis of over 800 metaanalyses relating to achievement. (1st ed., Vol. 1). New York: Routledge. Naglieri, J.A., & Das, J.P. (1997). Das- Naglieri cognitive assessment system. Itasca, IL: Houghton Mifflin Schuler, H., Funke, U., & Bareon-Boldt, J. (1990). Predictive validity of school grades: A meta-analysis. Applied Psychology: An International Review 39 (1), 89-103. Sweller, J. (2006). Discussion of Emerging topics in cognitive load research: Using learning and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20(3), 353-357.