Final achievement level and rate of achievement change were positively correlated: students with higher final levels experienced smaller achievement decrements¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The intercept–slope factor correlation was significant and positive (.55), indicating individuals with higher final achievement had lower decrements over the program. → Angel Blanch 2015

Evidence¶

Angel Blanch 2015¶

Angel Blanch. (2015). Evaluating fluid and crystallized abilities in the performance of an educational process. Springer Verlag. http://hdl.handle.net/10459.1/48328

q2 · i? · associational · r1

Unconditional non-linear LGC model on the BURN11 dataset (101 students). The article reports a significant intercept–slope correlation of .55 (p < .05) along with significant intercept (7.01) and slope (.82) variances, indicating individual differences in both final levels and rates of change.

"The positive correlation between the intercept and slope factors was also significant (0σ1 = .55; p< .05), suggesting that individuals with higher final levels of achievement had lower achievement decrements, whereas students with lower final achievement scores experienced the higher achievement decrements over the instructional program."

Discussion¶

Related Claims¶

• Fluid abilities (Gf) significantly predicted the rate of learning, whereas crystallized abilities (Gc) significantly predicted final learning performance in a one-week instructional process
• Achievement across the four instructional units followed a non-linear, sinusoid-like pattern with a pronounced drop in the final measure, and a non-linear latent growth model fit better than a linear one
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related