Student prior achievement, gender, province, and school prior achievement predicted reading post-test scores, while father's education (SES) was not significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who scored high on the pre-test scored high on the post-test, and female students achieved higher than male students; SES as represented by father's education was not significant at p < .01. → Azkiyah et al. 2014 q3 i? Students in DKI Jakarta and in schools with high scores on the English national exam achieved better; covariates explained 16% of the variance. → Azkiyah et al. 2014

Evidence¶

Azkiyah et al. 2014¶

S.N. Azkiyah, Simone Doolaard, Bert P. M. Creemers, M.P.C. (Greetje) Van Der Werf. (2014). The Effects of Two Intervention Programs on Teaching Quality and Student Achievement. Journal of Classroom Interaction, 49(1), 4-11. https://eric.ed.gov/?id=EJ1100411

q3 · i? · causal · r2

Multilevel covariance analysis of post-test scores; student-level variance (67%) was twice the school-level variance (33). Pretest coefficient .146 (SE .028), gender (female) .397 (SE .155), province (Banten) -1.955 (SE .484), school national exam (high) 1.877 (SE .862) in model 4.

"Student prior achievement and gender had significant effects: students who achieved a high score in the pre-test also achieved a high score in the post-test and female students achieved higher than the male students. Surprisingly, SES as represented by father’s education, was not significant at p < .01."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Class schedule, gender, and prior achievement moderated outcomes: TTH sections and higher high school GPA predicted better results, with gender effects differing by measure — related
• Female students and students with lower prior achievement experienced more negative motivational changes — related
• Female participants exposed to goal-setting training scored significantly higher in English language post-test than male participants — related
• Male gender predicted lower grades, moderated by cohort — related
• Combining elaborated education standards with a teacher improvement program significantly improved student reading achievement compared with a control group, while standards alone did not reach significance at p < .01 — related