Effects of Individualized Instruction on Control Expectancy: A Field Test

Abstract

This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals.     

Strategy Self-Verbalization During Remedial Listening Comprehension Instruction

Abstract

This experiment investigated the effects of strategy self-verbalization on children’s self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy self-verbalization to other language skills and should explore the effects of covert fading.     

Effects of performance objectives on achievement

The purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers.     

Influencing University Students' Achievement and Motivation in a Technology Course

Abstract

The authors investigated the interactive and differential effects of professors' instructional methods and university students'conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology courses and deserve further research.     

A comparative study of the effect of behavioral objectives on class performance and retention in physical science

This experiment was designed to assess the effects of behavioral objectives on class achievement and retention. Eight experimental classes received instruction in physical science with stated behavioral objectives and six control classes received the same instruction without knowledge of the objectives. The subject matter used in this ninth-grade investigation was the third unit of the program, Interaction of Matter and Energy. Behavioral objectives and their accompanying assessment tasks were written by the investigator for the subject matter areas of heat energy, light energy, and phases of matter. The experimental classes obtained higher mean scores than the control classes on both achievement and retention tests. The overall mean differences due to treatment was found to be significant at the 0.01 level of confidence. The results of the study support the thesis that providing classes and teachers with behavioral objectives prior to instruction can enhance the performance on achievement tests. Also, the data strongly suggest that behavioral objectives and their accompanying assessment tasks will cause a resistance to forgetting.     

The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis

ABSTRACT

This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g?=?0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.     

A Longitudinal Assessment of Antecedent Course Work in Mathematics and Subsequent Mathematical Attainment

Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.     

Curriculum: Broad brushstrokes or paint‐by‐the‐numbers?

Abstract

A renewed emphasis on standardized achievement tests has left teachers bewildered about what to teach and how to teach it. This article attempts to address that issue. Modified or enhanced mathematics instruction was the focus of this study based on two factors: national concerns over students’ achievement in mathematics and technology and the existence of an identified, national set of standards for mathematics instruction. Qualitative methodology was used to address research questions. Teachers involved in the study were trained in the different elements of curriculum modification practices and had one additional hour of orientation to the mathematics unit used in the study. Results of this study suggested that a modified or enhanced curriculum unit alone, with appropriate, escalated learning goals (Schunk, 1996) and authentic resources and products (Renzulli, 1977) can create substantial interest, motivation, and a perceived value in learning for students of all ability levels.     

On Reading Dante: The Swinging Bridge

Abstract

Mindfulness meditation involves focusing one's attention on the present moment in a non-judgmental way. Several recently published investigations have demonstrated that a brief session of mindfulness meditation, practiced before a higher-education course lecture, can improve performance on a quiz over lecture content given immediately following the lecture. It is less clear how mindfulness meditation, practiced before multiple course lectures, impacts performance on quizzes over time as well as on a cumulative exam over all lecture contents. The present experiment compared a mindfulness meditation group to an active control group; each practiced 6 min of mindfulness or relaxation prior to seven course lectures. Following each lecture, a quiz was given over lecture contents to measure short-term academic achievement. A cumulative exam was later given over all lecture content to measure long-term academic achievement. In contrast to prior published investigations, there were no effects of mindfulness meditation on academic achievement. Given these promising yet inconsistent effects, future work should explore the moderators (i.e., individual differences; duration, frequency, and style of meditation practice) of mindfulness meditation's salutary benefits.     

Effects of visual cues upon the vocational task performance of students with mental retardation

Abstract

Numerous studies demonstrate that visual cues combined with trainer instruction enable individuals with mental retardation to complete simple to complex tasks. The actual effect of the visual cues upon target behavior is unclear. Few investigators have used picture reading pretests to determine initial picture reading skills prior to the introduction of trainer instruction. In this study we compared the effects of trainer demonstrations to four visual cue conditions across easy, moderate, and difficult task performance of secondary‐aged students with mental retardation. The results indicated that photographs and line drawings were more effective than demonstrations with mild and moderate mental retardation groups working complex tasks. There were no differences between visual cues and demonstration conditions across task levels for students with severe and profound mental retardation.     

Student Performance in Three Classroom Settings

Abstract

This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades.     

Contributions of Instructional Practices to Reading Achievement in a Statewide Improvement Program

Abstract

The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning.     

Use of Computer-Assisted Instruction in Introductory Management Science

This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes.     

Instructional Sensitivity of a State's Standards-Based Assessment

Abstract

The accuracy of achievement test score inferences largely depends on the sensitivity of scores to instruction focused on tested objectives. Sensitivity requirements are particularly challenging for standards-based assessments because a variety of plausible instructional differences across classrooms must be detected. For this study, we developed a new method for capturing the alignment between how teachers bring standards to life in their classrooms and how the standards are defined on a test. Teachers were asked to report the degree to which they emphasized the state's academic standards, and to describe how they taught certain objectives from the standards. Two curriculum experts judged the alignment between how teachers brought the objectives to life in their classrooms and how the objectives were operationalized on the state test. Emphasis alone did not account for achievement differences among classrooms. The best predictors of classroom achievement were the match between how the standards were taught and tested, and the interaction between emphasis and match, indicating that test scores were sensitive to instruction of the standards, but in a narrow sense.     

Reducing student procrastination in a personalized system of instruction course

This study examined the effects of three pacing procedures on student withdrawal rate, rate of progress, final examination performance, and attitude in a personalized system of instruction course. Undergraduate students (N = 100) who were enrolled in an introductory speech communication course were randomly assigned to either a reward, penalty, or control condition. Those students in the penalty group proceeded through the course at a more rapid pace than students in the control group. There were no significant differences in student withdrawal rate, final examination performance, and attitude. Final examination performance was not affected by the interaction between pacing procedures and student perception of locus of control. The benefits of reducing student procrastination, and appropriate means of doing so, are discussed in light of these results.     

Teacher Time Utilization with Teacher Aides

Abstract

This study explored the relationship between cooperative and competitive instructional environments in which high level teacher questions were the primary instructional strategy and student achievement was measured by recall of content and the ability to respond to high level test questions. Ninety-six fifth grade students were randomly assigned to one of three groups: competitive environment (Cm), cooperative environment (Co), and control (C). Results of the data analysis by MANOVA indicated that Cm and Co did better than C on both low level and high level portions of the posttest. There were no significant differences between Cm and Co in low level understanding, but significant differences in favor of Cm over Co did emerge on the high level subtest. The implications for structuring classroom environments and the need for further research studies are discussed.     

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.

     

Effects of a data-based decision making intervention on student achievement

Data-based decision making (DBDM) is becoming important for teachers due to increasing amounts of digital feedback on student performance. In the quasi-experimental study reported here, teachers, principals, and academic coaches from 42 schools were trained for two years in using the results of half-year interim assessments for providing students with tailor-made instruction. Our results did not show any main effects of this DBDM training trajectory on student achievement but did indicate interaction effects with students’ low prior achievement levels and socioeconomic status. Teachers experience difficulties in translating student progress data into adaptive instruction in the classroom. Implications of our findings for teacher professionalization are discussed.     

The Reliability of the Binet Scale and of Pedagogical Scales

Abstract

This study determined the effects of a modified mastery learning system on achievement in an individualized high school physical science course (ISIS). The manipulated variable was mastery level (Low, Medium, or High). Also included were student aptitude variables of academic ability, study orientation, and locus of control. Three separate analyses were conducted using total score and two subscales, core items and advanced-excursion items, as dependent variables. In each analysis, the ANCOVA model explained a significant amount of variance. The results indicated that medium mastery standards were most strongly associated with higher achievement for each dependent variable. Comparing high and low standards, high was better for easy content while low was better for hard content. It is hypothesized that students attempted to meet the mastery standards given the task difficulty, quality of instruction, and time available. Standards set too high, given these constraints, resulted in discouragement and diminished performance.     

Student achievement and attitude in a satellite‐delivered high school science course

Abstract

This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group.