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CONTRIBUTIONS OF A STUDENTA presentation based on Visible Learning: A synthesis of over 800 meta-analyses

relating to achievementby John Hattie

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ObjectivesIn this presentation you will find information on thecontributions of a student. The information covered willfocus on how these different contributions affect astudents achievement and learning.

The factors that will be covered are:* background* attitudes and dispositions

* physical attributes* preschool influences

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When the time is added together withweekend and vacation time, students spendabout 15,000 hours in school over a lifetime: or

about 30 percent of their waking time is spentin the hands of those legislated to teach

them.(Hattie, 2009, p. 39)

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BACKGROUND

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Background Influenceso

Prior Achievement* The effect size of prior achievement on student achievement is0.67, which is within the zone of desired effects.

* Prior achievement and prior school grades is the best individualpredictor for academic success for students.(Schuler, Funke, Baron-Boldt , 1990)

Self- Reported Grades

* The effect size of prior achievement on student achievement is1.44, which is very high and reaches out of the zone of desiredeffects.

*Self- reported grades for a student is how a student estimates ofhow they are performing and how they performed within thecontext of prior learning.

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Background Influenceso 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 thisstage, understanding how the children think and howthey are solving tasks affects what kind of materialswe choose and the curriculum we choose.

(Naglieri & Das, 1997) (Sweller, 2008)

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ATTITUDES

AND

DISPOSITIONS

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Attitude and Dispositions Influenceo Self- Concept

*The effect size for self-concept on student achievement is 0.43,which is right above the zone of desired effects.

* Self concept is are about self-estimates of their ability and

achievement, than an actual concept of the achievement andability.

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 thepurpose for the learning.

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Attitudes and Dispositions Influences

o Reducing Anxiety* The effect size for reducing anxiety is 0.40, which is right at the

zone of desired effects.

* When we reduce anxiety for our students, then this can improve

other areas for them, such as taking classes that they wereavoiding and showing them that they can achieve in the subjectthat they are struggling in.

* If we use strategies to reduce anxiety, then it can tear down abarrier that could keep our students from achieving the goal that

is set before them.

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PHYSICALATTRIBUTES

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Physical Attributes Influenceso Birth Weight

* Birth weight has an effect size of 0.54, which is in the zone ofdesired effects.

* When children are born early their cognitive development is lower

than a student that is born at full term.

o Exercise and Relaxation* The effect size for exercise and relaxation is 0.28, this effect size

is in the teacher effects.

* Even though, the effect size is small, there is a smallcorrelation between exercise and relaxation to improving studentachievement.

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Physical Attributes Influences

o Drugs* The effect size of drugs on student achievement is 0.33, which

is in the teacher effects zone.

* Different kind of drugs that students take for different health

diagnosis, may effect the behavior or other attributes, butthere is a small change in student achievement with the useof drugs.

o 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 andit will encourage their achievement if they feel comfortable

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PRESCHOOL

INFLUENCES

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Preschool Influenceso Early Interventions

* Early interventions had an effect size of 0.47, overall, it hadan 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 ofsucceeding, but the intervention needs to be maintainedafter 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 thetype of program.

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References

Hattie, J. (2009). Visible learning, a synthesis of over 800 meta-analyses relating to achievement. (1st ed., Vol. 1). New York: Routledge.

Naglieri, J.A., & Das, J.P. (1997).Das- Naglieri cognitive assessmentsystem. Itasca, IL: Houghton Mifflin

Schuler, H., Funke, U., & Bareon-Boldt, J. (1990). Predictive validity ofschool grades: A meta-analysis.Applied Psychology: An InternationalReview 39 (1), 89-103.

Sweller, J. (2006). Discussion of Emerging topics in cognitive load

research: Using learning and information characteristics in the design ofpowerful learning environments.Applied Cognitive Psychology, 20(3),353-357.