DSpace Collection:https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/54222024-03-29T10:31:59Z2024-03-29T10:31:59ZA Meta-analysis of School Effectiveness StudiesScheerens, JaapWitziers, BobSteen, Rienhttps://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/54752020-03-03T16:04:10Z2013-01-01T00:00:00ZTitle: A Meta-analysis of School Effectiveness Studies
Authors: Scheerens, Jaap; Witziers, Bob; Steen, Rien
Abstract: A meta-analysis was carried out on the basis of 155 research studies on school effectiveness, comprising a total of 1.211 associations between school effectiveness enhancing factors and student outcome variables. The original studies were carried out between 1984 and 2005. The school effectiveness enhancing conditions that were included were: cooperation between staff, an orderly school climate, monitoring, curriculum quality, homework, learning time, parental involvement, achievement orientation, educational leadership and differentiation. The outcome variables were student achievement results in Mathematics, mother tongue language and other subject matter domains, including Science. A multi level approach to meta-analysis was used, on the basis of which numerical effect sizes (Fischer’s Z coefficients) were calculated. Effect sizes for the curriculum related factors, curriculum quality and teaching time were relatively the highest (,15), closely followed by the school climate factors (orderly climate and achievement orientation (,14). According to widely accepted standards (Cohen, 1969), these effects are to be considered as small effects; although in the discussion some arguments are provided that might lead to an upgrading of what one could call the “practical significance” of these effect sizes. The analyses included moderator variables representing study characteristics that were analyzed for their influence on the effect sizes of the various school effectiveness enhancing factors. For most factors, effect sizes were slightly higher for studies carried out in primary schools as compared to secondary schools. For other moderator variables, such as subject matter area, the results were less straightforward. Results are discussed for their substantive educational implications, and their meaning for the field of empirical school effectiveness research.2013-01-01T00:00:00ZMeta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not relatedUttl, BobWhite, CarmelaWong Gonzalez, Danielahttps://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/54772020-03-03T16:04:10Z2015-01-01T00:00:00ZTitle: Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related
Authors: Uttl, Bob; White, Carmela; Wong Gonzalez, Daniela
Abstract: Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multisection studies showing small-to-moderate correlations between SET ratings and student achievement (e.g., Cohen, 1980, Cohen, 1981; Feldman, 1989). We re-analyzed previously published meta-analyses of the multisection studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness.2015-01-01T00:00:00ZMeta análisis del efecto de la actividad física en el desarrollo de la resilienciaRomero Barquero, Cecilia Enithhttps://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/54742020-03-03T16:04:10Z2015-01-01T00:00:00ZTitle: Meta análisis del efecto de la actividad física en el desarrollo de la resiliencia
Authors: Romero Barquero, Cecilia Enith
Abstract: El propósito de esta investigación fue analizar la magnitud del efecto de la actividad física (tamaño de efecto o TE) en la resiliencia e identificar la influencia de las particularidades del tipo de muestra y las características del tratamiento realizado. Para analizar los TE se compararon los cambios entre el pre-test y el post-test en los grupos experimentales y controles. Se estableció el TE promedio y el error estándar del grupo experimental y el grupo control. Se aplicó la prueba del I2 y la Q para determinar heterogeneidad, además de la prueba de Z meta-analítica e intervalos de confianza. Según los resultados, se aplicó análisis de varianza de una vía y correlación de Pearson. Se meta-analizaron 18 investigaciones desarrolladas en personas entre los 11 y los 57 años de edad. Para los grupos experimentales se obtuvo un TE promedio de 0.37 de 24 TE, para una población de 590 sujetos. Se determinó que las variables sexo, agente estresor, edad, tipo de tratamiento y duración de la sesión hasta los 150 minutos moderaron significativamente los efectos del tratamiento en la resiliencia. Según la evidencia, se recomienda participar en programas que incluyan actividades físicas de intensidad vigorosa o baja que, preferiblemente, se combinen con actividades psicoeducativas y con sesiones que duren preferiblemente hasta los 150 minutos. La duración del tratamiento, horas de contacto en el tratamiento y el tiempo de aplicación de la prueba del post-test no tuvieron relación directa con los TE.2015-01-01T00:00:00ZThe Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical SynthesisTing Sung, YaoMing Yang, JeYueh Lee, Hanhttps://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/54762020-03-03T16:04:10Z2017-01-01T00:00:00ZTitle: The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis
Authors: Ting Sung, Yao; Ming Yang, Je; Yueh Lee, Han
Abstract: One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peer-reviewed journal articles and doctoral dissertations written over a 16-year period (2000–2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL.2017-01-01T00:00:00Z