scholarly journals Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study

2021 ◽  
Author(s):  
Mohammed Saqr ◽  
Sonsoles López-Pernas
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Collaborative Learning ◽  
Information Exchange ◽  
Large Scale ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Centrality Measures ◽  
Computer Supported Collaborative Learning ◽  
Student Role

AbstractThis study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.

scholarly journals Meta-Analysis of the Relationship Between the Big Five and Academic Success at University

2007 ◽  
Vol 215 (2) ◽  
pp. 132-151 ◽  
Author(s):  
Sabrina Trapmann ◽  
Benedikt Hell ◽  
Jan-Oliver W. Hirn ◽  
Heinz Schuler
Keyword(s):  
Academic Success ◽  
Big Five ◽  
Large Scale ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
The United States ◽  
Personality Factors ◽  
Big Five Personality ◽  
Meta Analyses ◽  
The Impact

Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (? = -.369, k = 8), Conscientiousness correlates with grades (? = .269, k = 41). Extraversion, Openness to Experience, and Agreeableness have no significant impact on academic success. Moderator analyses suggest effects of culture for the validity of Extraversion. Parallels to validity for job performance are identified and implications for admission and counseling of students are discussed.

scholarly journals The Effect of Computer-Supported Collaborative Learning on Academic Achievement: A Meta-Analysis Study

2021 ◽  
Vol 9 (3) ◽  
pp. 426-448
Author(s):  
Tarık Talan
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Analysis Method ◽  
Inclusion Criteria ◽  
Computer Supported Collaborative Learning ◽  
Learning Stage ◽  
The University

This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The study was conducted using the meta-analysis method. In the present study, a total of 40 studies that were carried out between 2010 and 2020 and met the inclusion criteria were subjected to meta-analysis. In the present study, the values of the effect size and combined effect size of each study included in the meta-analysis were calculated using Comprehensive Meta-Analysis (CMA) software. The sample of the study consists of 3474 participants. The results of the study revealed that the studies were usually conducted at the university stage with a medium sample size, and published as articles. It was also revealed that most of the studies were carried out in the field of sciences and social sciences. Considering the intervention durations, it was observed that the studies were particularly carried out within a period between 1 and 4 weeks (37.8%). According to the results of the analysis, the average effect size was calculated as 0.523. Considering the results, it can be stated that CSCL has a positive and moderate effect on academic achievement. Also, the results of the moderator analysis revealed that the effect of CSCL on academic achievement did not change by the learning stage, domain subject, and the sample size but it changed by the intervention duration.

scholarly journals Meta-analytic Gaussian Network Aggregation

Psychometrika ◽  
2021 ◽  
Author(s):  
Sacha Epskamp ◽  
Adela-Maria Isvoranu ◽  
Mike W.-L. Cheung
Keyword(s):  
Graphical Models ◽  
Fixed Effects ◽  
Large Scale ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Likelihood Estimation ◽  
Post Traumatic Stress ◽  
Modeling Framework ◽  
Network Aggregation ◽  
Gaussian Network

AbstractA growing number of publications focus on estimating Gaussian graphical models (GGM, networks of partial correlation coefficients). At the same time, generalizibility and replicability of these highly parameterized models are debated, and sample sizes typically found in datasets may not be sufficient for estimating the underlying network structure. In addition, while recent work emerged that aims to compare networks based on different samples, these studies do not take potential cross-study heterogeneity into account. To this end, this paper introduces methods for estimating GGMs by aggregating over multiple datasets. We first introduce a general maximum likelihood estimation modeling framework in which all discussed models are embedded. This modeling framework is subsequently used to introduce meta-analytic Gaussian network aggregation (MAGNA). We discuss two variants: fixed-effects MAGNA, in which heterogeneity across studies is not taken into account, and random-effects MAGNA, which models sample correlations and takes heterogeneity into account. We assess the performance of MAGNA in large-scale simulation studies. Finally, we exemplify the method using four datasets of post-traumatic stress disorder (PTSD) symptoms, and summarize findings from a larger meta-analysis of PTSD symptom.

scholarly journals The Academic Achievement and Attainment of LGB America

2019 ◽  
Author(s):  
Joel Mittleman
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Large Scale ◽  
Sensitivity Analyses ◽  
Gay Identity ◽  
Birth Cohorts ◽  
Nationally Representative ◽  
And Bisexual ◽  
Restricted Use ◽  
Bisexual Identity

The current study provides large-scale, replicated evidence on the academic achievement and attainment of America’s lesbian, gay and bisexual population. I use a total of eight waves from two nationally representative surveys of American adults—the National Health Interview Survey (N=145,941) and the National Survey of Drug Use and Health (N=96,073)—alongside restricted-use data from the High School Longitudinal Study of 2009 (N≈15,870)—the first such study to ever collect information on student sexual orientation. Across datasets and birth cohorts, gay men display a pattern of strikingly high achievement: their rates of BA attainment are not only higher than straight men’s, they are also higher than straight women’s. Gay men’s academic success is observable already by ninth grade. Compared to straight boys in the same school, gay boys perform better on a range of attitudinal, behavioral, and achievement outcomes. Sensitivity analyses suggest that this pattern is unlikely to be explained by selective disclosure of a gay identity. By contrast, lesbian women’s BA attainment has declined across birth cohorts, such that lesbian women are now broadly disadvantaged compared to straight women. Although bisexuals in recent cohorts report academic disadvantages, substantial variation in reported rates of bisexual identity across sexes, cohorts and datasets complicates the interpretation of these results.

scholarly journals A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention

2020 ◽  
Vol 10 (2) ◽  
pp. 265-284
Author(s):  
Alacapınar Gülderen ◽  
Hatice Uysal
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Models ◽  
Control Group ◽  
Creative Drama ◽  
Control Group Design ◽  
Affective Attitude ◽  
Primary And Secondary School

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

scholarly journals Taking Stock: An Overview of the Literature and a Preliminary Meta-Analysis of Foreign Language Enjoyment and Other Individual Difference Variables

2021 ◽  
Author(s):  
Elouise Botes ◽  
Jean-Marc Dewaele ◽  
Samuel Greiff
Keyword(s):  
Academic Achievement ◽  
Positive Psychology ◽  
Foreign Language ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Willingness To Communicate ◽  
Foreign Language Anxiety ◽  
Random Effects Models ◽  
Individual Difference Variables ◽  
Positive Correlations

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 54 effect sizes were analysed with an overall sample size of N = 17,307 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

Sign in / Sign up

Export Citation Format

Share Document