Effects of Using an Instructional Game on Motivation and Performance     

《The Journal of educational research》2012,105(5):303-308

Abstract

Although many educators theorize that instructional games are effective for providing students with motivating practice, research on instructional gaming is inconclusive. The purpose of this study was to determine the effect on motivation and performance of using an instructional game. The effect of using a supplemental reading on motivation and performance was also examined. We randomly assigned 75 undergraduates to one of two treatments after they had attended a lecture on the information-processing model of learning. The subjects in one treatment group used an instructional board game to practice the material presented in the lecture, while those in the other group practiced using a traditional worksheet. Results indicated that using the instructional game significantly affected the four motivational components of attention, relevance, confidence, and satisfaction. The instructional game did not influence performance. The results also suggested that the subjects who reported completion of a supplemental reading had significantly better performance and confidence than did the subjects who reported that they had not completed the reading. Implications for the design of practice are discussed.  相似文献   

The Process Writing Approach: A Meta-analysis     

《The Journal of educational research》2012,105(6):396-407

ABSTRACT

The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1–12 to examine if process writing instruction improves the quality of students’ writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students’ motivation nor enhanced the quality of struggling writers’ compositions.  相似文献   

Which log variables significantly predict academic achievement? A systematic review and meta-analysis     

Qin Wang  Amin Mousavi 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):142-191

  相似文献   

对分课堂教学效果的系统性评价——基于70项实验的元分析     

安龙  丁峻  赵婉莉 《高等理科教育》2022,(1):64-72

对分课堂是近些年在我国兴起的一种新型授课形式。该教学模式在大中小学校都进行了不同程度的推广,但目前关于对分课堂在不同学科和年级上的教学效果尚未进行系统研究。本研究采用元分析的方法,对70项研究进行深度分析。结果发现:对分课堂与传统课堂的教学效果存在明显差异,合并效应值达到1. 61。学科、学段、干预周期和考核类型对教学效果差异有显著影响,课程类型的调节效应不显著。对分课堂对学生的学习成绩和学习态度有全面促进作用。  相似文献   

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?     

Marc J. Stern  Robert B. Powell  Dawn Hill 《Environmental Education Research》2014,20(5):581-611

We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.  相似文献   

Critical review and meta-analysis of spurious hemolysis in blood samples collected from intravenous catheters     

Giuseppe Lippi  Gianfranco Cervellin  Camilla Mattiuzzi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(2):193-200

Background:

A number of preanalytical activities strongly influence sample quality, especially those related to sample collection. Since blood drawing through intravenous catheters is reported as a potential source of erythrocyte injury, we performed a critical review and meta-analysis about the risk of catheter-related hemolysis.

Materials and methods:

We performed a systematic search on PubMed, Web of Science and Scopus to estimate the risk of spurious hemolysis in blood samples collected from intravenous catheters. A meta-analysis with calculation of Odds ratio (OR) and Relative risk (RR) along with 95% Confidence interval (95% CI) was carried out using random effect mode.

Results:

Fifteen articles including 17 studies were finally selected. The total number of patients was 14,796 in 13 studies assessing catheter and evacuated tubes versus straight needle and evacuated tubes, and 1251 in 4 studies assessing catheter and evacuated tubes versus catheter and manual aspiration. A significant risk of hemolysis was found in studies assessing catheter and evacuated tubes versus straight needle and evacuated tubes (random effect OR 3.4; 95% CI = 2.9–3.9 and random effect RR 1.07; 95% CI = 1.06–1.08), as well as in studies assessing catheter and evacuated tubes versus catheter and manual aspiration of blood (OR 3.7; 95% CI = 2.7–5.1 and RR 1.32; 95% CI = 1.24–1.40).

Conclusions:

Sample collection through intravenous catheters is associated with significant higher risk of spurious hemolysis as compared with standard blood drawn by straight needle, and this risk is further amplified when intravenous catheter are associated with primary evacuated blood tubes as compared with manual aspiration.  相似文献   

新课程标准下中学体育教育模式的元分析     

赵进  李惠云 《体育科学研究》2007,11(1):94-96

探索新课程标准下具体的教学方法与程序是体育课程改革中的关键问题。运用元分析方法,对有关中学体育教学模式的实验研究成果进行定量分析,结果发现体能类项目效果量中等,心理指标的效果量总体较大,男女生效果量总体差异不明显。研究还发现,有关体育教学模式的实验研究数量较少,实验研究成果多集中在经济发达地区,现有的研究理论层次不高,研究不够深入,重复研究较多,且存在重复利用一次研究数据的情况。全面实施新的体育与健康课程标准仍有诸多现实问题需要解决。  相似文献   

体育锻炼与大学生心理健康的关系:一项元分析研究     

邵国华  洪晓彬  池艳昭 《吉林体育学院学报》2007,23(1):97-98

使用元分析方法对我国大学生体育锻炼与心理健康关系的研究共15项进行定量化综述研究.结果表明,参加体育锻炼的大学生群体与不参加体育锻炼的大学生群体相比较,前者的心理健康综合指标得分值优于后者0.29个标准差.体育锻炼有利于促进大学生的心理健康.  相似文献   

The Surprisingly Modest Relationship Between SES and Educational Achievement     

Michael Harwell  Yukiko Maeda  Kyoungwon Bishop  Aolin Xie 《Journal of Experimental Education》2017,85(2):197-214

Measures of socioeconomic status (SES) are routinely used in analyses of achievement data to increase statistical power, statistically control for the effects of SES, and enhance causality arguments under the premise that the SES-achievement relationship is moderate to strong. Empirical evidence characterizing the strength of the SES-achievement relationship and its moderators suggests that this relationship is surprisingly modest, with an average SES-achievement correlation of .22, although it appears to have strengthened in the past 3 decades. The modest SES-achievement relationship has important implications for using SES measures in educational data analyses. We provide evidence of this relationship and of the need to use theoretical models to guide the construction and selection of SES measures in analyses of achievement data.  相似文献   

Identifying facilitating factors and barriers to improving student retention rates in tertiary teaching courses: a systematic review     

Terence V. Bowles  Kimberley A. Brindle 《高等教育研究与发展》2017,36(5):903-919

Factors which impact student retention in tertiary level teaching courses are complex. This study examined facilitating factors and barriers to student retention for students studying education. Due to a limited number of studies, the search was extended to factors impacting students undertaking tertiary education. A systematic review was undertaken using databases such as, ‘Ebscohost’, ‘PsycARTICLES’, ‘Academic One File’, in addition to the University of Melbourne’s ‘Discovery Search’, which resulted in 34 studies meeting the eligibility criteria. The identified factors were first allocated to one of three categories that was identified in previous research as influential on student retention: situational, dispositional, and institutional factors. These three factors were then extended to include sub-factors to more fully define the model of facilitating factors and barriers identified through the systematic review.  相似文献