scholarly journals The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2018 ◽  
Author(s):  
Kit S Double
Keyword(s):  
Academic Performance ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Teacher Assessment ◽  
Medium Effect ◽  
Practice Research ◽  
Control Group ◽  
Wide Range ◽  
The Impact

Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p < .001) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g. online vs offline, frequency, education level etc.). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

scholarly journals The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019 ◽  
Vol 32 (2) ◽  
pp. 481-509 ◽  
Author(s):  
Kit S. Double ◽  
Joshua A. McGrane ◽  
Therese N. Hopfenbeck
Keyword(s):  
Academic Performance ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Teacher Assessment ◽  
Medium Effect ◽  
Practice Research ◽  
Control Group ◽  
Wide Range ◽  
The Impact

AbstractPeer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals Effect of Web 2.0 Technologies on Academic Performance: A Meta-analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 108-127
Author(s):  
Esra Ergül Sönmez ◽  
Hasan Çakır
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Experimental Approach ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Method ◽  
Web 2.0 Technologies ◽  
Quasi Experimental ◽  
G Value ◽  
The Impact

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge’s g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.

Impact of Image-and-text and Text-only Health Warning Labels on Selection and Consumption of Food and Alcohol Products: Systematic Review with Meta-analysis

2019 ◽  
Author(s):  
Natasha Clarke ◽  
Emily Pechey ◽  
Daina Kosīte ◽  
Laura M König ◽  
Eleni Mantzari ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Control Group ◽  
Warning Labels ◽  
Health Warning ◽  
Alcoholic Drinks ◽  
Randomised Controlled ◽  
The Impact ◽  
Selection Of

Reducing harmful consumption of food (including non-alcoholic drinks) and alcoholic drinks would prevent much disease. Evidence from tobacco control shows that placing health warning labels (HWLs) on these products reduces their selection and consumption. A systematic review with meta-analysis was conducted using Cochrane methods to assess the impact on selection (including hypothetical selection) or consumption of food or alcoholic drinks with image-and-text (sometimes termed ‘pictorial’) and text-only HWLs placed on these products. Studies were required to be randomised or quasi-randomised controlled trials. Fourteen studies were included, three on alcohol, eleven on food. For our primary outcomes, eleven studies measured selection and one measured consumption (two measured only other secondary outcomes). Meta-analysis of twelve comparisons from nine studies (n=12,635) found HWLs reduced selection of the targeted product compared to a control group with no HWL (RR=0.74 (95% CI 0.68 to 0.80)), with participants 26% less likely to choose a product displaying a HWL. A planned subgroup analysis suggested a larger effect on selection of image-and-text HWLs (RR=0.65 (95% CI 0.54 to 0.80)) than text-only HWLs (RR=0.79 (95% CI 0.74 to 0.85)), but this difference was not statistically significant. These findings suggest significant potential for HWLs to reduce selection of food and alcohol, but all experimental studies to date were conducted in laboratory or online settings with outcomes assessed immediately after a single exposure. Studies in field and more naturalistic laboratory settings are urgently needed to estimate the potential effects of HWLs on food and alcohol.

scholarly journals The Impact of Self-assessment on Academic Performance: A Meta-analysis Study

2021 ◽  
Vol 7 (4) ◽  
pp. 1151-1166
Author(s):  
Pınar Karaman
Keyword(s):  
Academic Performance ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Moderating Effects ◽  
Self Assessment ◽  
Analysis Study ◽  
External Feedback ◽  
Quasi Experimental ◽  
The Impact

This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=.37, p .05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =.47, p.05) than self-assessment with external feedback (g=.28, p.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. The results suggest that further empirical studies are needed to reveal the moderating effects of self-assessment.

scholarly journals EFFECTIVENESS OF INTERVENTIONS IN PATIENTS WITH SPEECH DISORDERS. A META-ANALYSIS OF EXPERIMENTAL STUDIES

2021 ◽  
Vol 20 (2) ◽  
pp. 145-152
Author(s):  
Camelia Daniela Cucu ◽  
◽  
Florinda Golu ◽  
Andreea Raluca Adam ◽  
◽  
...  
Keyword(s):  
Meta Analysis ◽  
Statistical Significance ◽  
Intervention Group ◽  
Experimental Studies ◽  
Speech Disorders ◽  
Cochrane Library ◽  
Control Group ◽  
Wide Range ◽  
Post Test ◽  
The Difference

Objectives. The study aims to conduct a meta-analysis on the existence of solid experimental evidence to highlight the effectiveness of interventions in the improvement of speech disorders in patients who have suffered a stroke. It is desired to identify those moderating variables that can influence the effectiveness of these interventions over time, or that demonstrate the extent to which chronicity of stroke may lead to inferior results in speech improvement. Materials and methods. A search was conducted in three databases: Cochrane Library, Web of Science and PubMed, to identify those studies that meet the criterion for intervention, starting with the first records and until now. The qualitative analysis of the studies was performed using Risk of Bias, and the quantitative analysis through Comprehensive Meta-Analysis. Results. As a result of selection, 31 randomized clinical studies were included in the current research, out of the 1923 existing studies. These have been the subject of investigation on aphasia and dysphagia, with a wide range of types and methods of intervention. The results show that the difference in averages between the intervention group and the post-test control group is a significant one (g = 0.528; 95% CI 0.067; 0.004; p = 0.000), while the moderation analysis did not record a statistical significance. Conclusions. Non-pharmacological interventions based on the recovery of speech disorders as a result of stroke have been shown to be effective in many of the researches in specialized literature. Their results show that, as a result of therapies, patients experience improvements in quality of life, communication and many psychiatric disorders. However, it is not clear how effective these interventions are in recovering or ameliorating speech disorders.

scholarly journals The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies

2021 ◽  
Vol 8 (2) ◽  
pp. 1059-1080
Author(s):  
Qing Zhang ◽  
Elizabeth S. T. Cheung ◽  
Christian S. T. Cheung
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Practical Knowledge ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Quasi Experimental ◽  
The Impact

The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students’ academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students’ academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: i) The flipped classroom positively affected college students’ academic performance, and the overall combined effect size was 0.66; ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.

scholarly journals Image Statistics Preserving Encrypt-then-Compress Scheme Dedicated for JPEG Compression Standard

Entropy ◽  
2021 ◽  
Vol 23 (4) ◽  
pp. 421
Author(s):  
Dariusz Puchala ◽  
Kamil Stokfiszewski ◽  
Mykhaylo Yatsymirskyy
Keyword(s):  
Statistical Analysis ◽  
Image Encryption ◽  
Experimental Studies ◽  
Quality Measures ◽  
Input Image ◽  
Jpeg Compression ◽  
Image Statistics ◽  
Compression Stage ◽  
Wide Range ◽  
The Impact

In this paper, the authors analyze in more details an image encryption scheme, proposed by the authors in their earlier work, which preserves input image statistics and can be used in connection with the JPEG compression standard. The image encryption process takes advantage of fast linear transforms parametrized with private keys and is carried out prior to the compression stage in a way that does not alter those statistical characteristics of the input image that are crucial from the point of view of the subsequent compression. This feature makes the encryption process transparent to the compression stage and enables the JPEG algorithm to maintain its full compression capabilities even though it operates on the encrypted image data. The main advantage of the considered approach is the fact that the JPEG algorithm can be used without any modifications as a part of the encrypt-then-compress image processing framework. The paper includes a detailed mathematical model of the examined scheme allowing for theoretical analysis of the impact of the image encryption step on the effectiveness of the compression process. The combinatorial and statistical analysis of the encryption process is also included and it allows to evaluate its cryptographic strength. In addition, the paper considers several practical use-case scenarios with different characteristics of the compression and encryption stages. The final part of the paper contains the additional results of the experimental studies regarding general effectiveness of the presented scheme. The results show that for a wide range of compression ratios the considered scheme performs comparably to the JPEG algorithm alone, that is, without the encryption stage, in terms of the quality measures of reconstructed images. Moreover, the results of statistical analysis as well as those obtained with generally approved quality measures of image cryptographic systems, prove high strength and efficiency of the scheme’s encryption stage.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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