Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

2020 ◽  
Vol 58 (8) ◽  
pp. 1467-1493
Author(s):  
Yue Hu ◽  
Cheng-Huan Chen ◽  
Chien-Yuan Su
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Experimental Treatment ◽  
Fixed Effect Model ◽  
Visual Programming ◽  
Programming Tool ◽  
Programming Tools ◽  
Block Based

Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g = 0.37; random-effects model g = 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided.

scholarly journals Can We Compare Effect Size of Spatial Genetic Structure Between Studies and Species Using Moran Eigenvector Maps?

2021 ◽  
Vol 9 ◽  
Author(s):  
Celia Hein ◽  
Hossam E. Abdel Moniem ◽  
Helene H. Wagner
Keyword(s):  
Genetic Structure ◽  
Effect Size ◽  
Stationary Process ◽  
Isolation By Distance ◽  
Spatial Genetic Structure ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Sampling Locations ◽  
Number Of Individuals ◽  
Moran Eigenvector Maps

As the field of landscape genetics is progressing toward comparative empirical studies and meta-analysis, it is important to know how best to compare the strength of spatial genetic structure between studies and species. Moran’s Eigenvector Maps are a promising method that does not make an assumption of isolation-by-distance in a homogeneous environment but can discern cryptic structure that may result from multiple processes operating in heterogeneous landscapes. MEMgene uses spatial filters from Moran’s Eigenvector Maps as predictor variables to explain variation in a genetic distance matrix, and it returns adjusted R2 as a measure of the amount of genetic variation that is spatially structured. However, it is unclear whether, and under which conditions, this value can be used to compare the degree of spatial genetic structure (effect size) between studies. This study addresses the fundamental question of comparability at two levels: between independent studies (meta-analysis mode) and between species sampled at the same locations (comparative mode). We used published datasets containing 9,900 haploid, biallelic, neutral loci simulated on a quasi-continuous, square landscape under four demographic scenarios (island model, isolation-by-distance, expansion from one or two refugia). We varied the genetic resolution (number of individuals and loci) and the number of random sampling locations. We considered two measures of effect size, the MEMgene adjusted R2 and multivariate Moran’s I, which is related to Moran’s Eigenvector Maps. Both metrics were highly sensitive to the number of locations, even when using standardized effect sizes, SES, and the number of individuals sampled per location, but not to the number of loci. In comparative mode, using the same Moran Eigenvector Maps for all species, even those with missing values at some sampling locations, reduced bias due to the number of locations under isolation-by-distance (stationary process) but increased it under expansion from one or two refugia (non-stationary process). More robust measures of effect size need to be developed before the strength of spatial genetic structure can be accurately compared, either in a meta-analysis of independent empirical studies or within a comparative, multispecies landscape genetic study.

scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

scholarly journals Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice Programmers

2018 ◽  
Vol 57 (5) ◽  
pp. 1227-1259 ◽  
Author(s):  
Ioannis V. Vasilopoulos ◽  
Paul van Schaik
Keyword(s):  
Visual Programming ◽  
The Body ◽  
Design Development ◽  
Visual Tool ◽  
Programming Tool ◽  
Programming Tools ◽  
Novice Programming ◽  
Empirical Demonstration ◽  
Psychology Of Programming ◽  
Better Than

This article discusses the design and implementation of a new programming tool for Greek novices as a means to improve introductory programing instruction in Greece. We implemented Koios, a new highly interactive and visual programming tool for Greek novices, based on the body of research in the field of psychology of programming. The main contribution of this article is the empirical demonstration of the benefit of this tool in novice programming, compared with two other popular programming tools for Greek novices. The results show that users of Koios performed significantly better than users of the other two programming tools.

A meta‐analysis of the relationship between sales orientation‐customer orientation (SOCO) and salesperson job performance

2007 ◽  
Vol 22 (5) ◽  
pp. 302-310 ◽  
Author(s):  
Fernando Jaramillo ◽  
Daniel M. Ladik ◽  
Greg W. Marshall ◽  
Jay Prakash Mulki
Keyword(s):  
Job Performance ◽  
Effect Size ◽  
High Performance ◽  
Customer Orientation ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Performance Measure ◽  
Content Type ◽  
Customer Type ◽  
Research Findings

PurposeIn the years since Saxe and Weitz developed a scale to measure the selling orientation and customer orientation (SOCO) of a salesperson, research findings on the effect of SOCO on salesperson job performance have shown mixed results. This article aims to synthesize the findings from the empirical studies to identify the direction and the strength of this relationship. In addition, it aims to investigate the moderating effect of customer type (business or end user consumer) and type of job performance measure used (subjective or objective).Design/methodology/approachResearch questions were addressed by a meta‐analysis of 16 studies containing 17 effect sizes from 3,477 respondents.FindingsMeta‐analysis results reveal an attenuated weighted mean effect size (r) of this relationship of 0.14, with a 90 percent confidence interval of 0.04 to 0.23. The disattenuated mean effect size (rc) is 0.16. Findings also reveal that neither customer type nor type of job performance measures moderated the SOCO and job performance relationship.Research limitations/implicationsAlthough diligence was exercised to reduce selection bias, relevant studies may have been excluded from this meta‐analysis.Practical implicationsStudy findings demonstrate that SOCO is an important predictor of salesperson job performance. High performance occurs when salespeople focus their energy on identifying the customer's individual needs and offer products to satisfy those needs.Originality/valueThis is the first published SOCO meta‐analysis.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hafize Er Turkuresin ◽  
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

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 Revisiting and expanding the meta-analysis of variation: The log coefficient of variation ratio, lnCVR

2020 ◽  
Author(s):  
Alistair M. Senior ◽  
Wolfgang Viechtbauer ◽  
Shinichi Nakagawa
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Experimental Treatment ◽  
Worked Examples ◽  
Sampling Variance ◽  
Post Test ◽  
Total Variability ◽  
The Difference ◽  
Meta Analyses ◽  
Analysis Of Variation

AbstractMeta-analyses are frequently used to quantify the difference in the average values of two groups (e.g., control and experimental treatment groups), but examine the difference in the variability (variance) of two groups. For such comparisons, the two relatively new effect size statistics, namely the log-transformed ‘variability ratio’ (the ratio of two standard deviations; lnVR) and the log-transformed ‘CV ratio’ (the ratio of two coefficients of variation; lnCVR) are useful. In practice, lnCVR may be of most use because a treatment may affect the mean and the variance simultaneously. We review current, and propose new, estimators for lnCVR and lnVR. We also present methods for use when the two groups are dependent (e.g., for cross-over and pre-test-post-test designs). A simulation study evaluated the performance of these estimators and we make recommendations about which estimators one should use to minimise bias. We also present two worked examples that illustrate the importance of accounting for the dependence of the two groups. We found that the degree to which dependence is accounted for in the sampling variance estimates can impact heterogeneity parameters such as τ2 (i.e., the between-study variance) and I2 (i.e., the proportion of the total variability due to between-study variance), and even the overall effect, and in turn qualitative interpretations. Meta-analytic comparison of the variability between two groups enables us to ask completely new questions and to gain fresh insights from existing datasets. We encourage researchers to take advantage of these convenient new effect size measures for the meta-analysis of variation.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Author(s):  
Hafize Er Turkuresin
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

scholarly journals Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis

2021 ◽  
Vol 11 (9) ◽  
pp. 513
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Social Factors ◽  
Social Intelligence ◽  
Meta Analysis ◽  
Geographical Area ◽  
Well Being ◽  
Motivational Factors ◽  
Emotional Factors ◽  
Positive Effect

Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables.

The Differential Victimization Associated With Depression and Anxiety in Cross-Cultural Perspective: A Meta-Analysis

2017 ◽  
Vol 20 (4) ◽  
pp. 560-573 ◽  
Author(s):  
Jin Yuchang ◽  
Li Junyi ◽  
An Junxiu ◽  
Wu Jing ◽  
He Mingcheng
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Cross Cultural ◽  
Cyber Victimization ◽  
Depression And Anxiety ◽  
Cultural Perspective ◽  
Moderating Effects ◽  
Significant Difference ◽  
Traditional Victimization

Traditional bullying and cyberbullying have become serious worldwide issues. The meta-analysis in this article took a cross-cultural perspective to explore whether there were any differences between the effects of cyber victimization and traditional victimization on the presence of depression and anxiety in children and adolescents and to examine the effects of moderators in explaining these differences/similarities. Fifty-six empirical studies (generating 148 independent samples) were included with a total sample size of 214,819 participants. The results indicated that the effects of cyber victimization and the subtypes of traditional victimization on anxiety were significantly different, and there was a marginally significant difference for depression. The moderating effects of country of origin were found to be significant for depression, with the mean effect size in North America being significantly higher than in China and Europe, which suggested that culture was an important factor. The moderating effects of age were also found to be significant for the relationships between traditional victimization and depression, traditional victimization and anxiety, cyber victimization and depression, and cyber victimization and anxiety. In addition, the effect size for cyber victimization and depression has increased in more recent publication years.

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