scholarly journals Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis

2021 ◽  
Vol 4 (1) ◽  
pp. 43-54
Author(s):  
Ronilo Antonio ◽  
Maricar Prudente
Keyword(s):  
Student Learning ◽  
Science Teachers ◽  
Science Learning ◽  
Meta Analysis ◽  
Metacognitive Strategies ◽  
Effect Sizes ◽  
Learning Achievement ◽  
Metacognitive Instruction ◽  
Significant Difference ◽  
The Individual

This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement.  Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.

The Orchard Plot: Cultivating a Forest Plot for Use in Ecology, Evolution and Beyond

2019 ◽  
Author(s):  
Shinichi Nakagawa ◽  
Malgorzata Lagisz ◽  
Rose E O'Dea ◽  
Joanna Rutkowska ◽  
Yefeng Yang ◽  
...  
Keyword(s):  
Meta Analysis ◽  
R Package ◽  
Effect Sizes ◽  
Forest Plot ◽  
Point Estimates ◽  
Aggregate Effect ◽  
The Individual ◽  
Meta Analyses ◽  
Heterogeneous Effect ◽  
Intuitive Interpretation

‘Classic’ forest plots show the effect sizes from individual studies and the aggregate effect from a meta-analysis. However, in ecology and evolution meta-analyses routinely contain over 100 effect sizes, making the classic forest plot of limited use. We surveyed 102 meta-analyses in ecology and evolution, finding that only 11% use the classic forest plot. Instead, most used a ‘forest-like plot’, showing point estimates (with 95% confidence intervals; CIs) from a series of subgroups or categories in a meta-regression. We propose a modification of the forest-like plot, which we name the ‘orchard plot’. Orchard plots, in addition to showing overall mean effects and CIs from meta-analyses/regressions, also includes 95% prediction intervals (PIs), and the individual effect sizes scaled by their precision. The PI allows the user and reader to see the range in which an effect size from a future study may be expected to fall. The PI, therefore, provides an intuitive interpretation of any heterogeneity in the data. Supplementing the PI, the inclusion of underlying effect sizes also allows the user to see any influential or outlying effect sizes. We showcase the orchard plot with example datasets from ecology and evolution, using the R package, orchard, including several functions for visualizing meta-analytic data using forest-plot derivatives. We consider the orchard plot as a variant on the classic forest plot, cultivated to the needs of meta-analysts in ecology and evolution. Hopefully, the orchard plot will prove fruitful for visualizing large collections of heterogeneous effect sizes regardless of the field of study.

scholarly journals Limited Evidence for the Effect of Red Color on Cognitive Performance: A Meta-Analysis

2020 ◽  
Author(s):  
Timo Gnambs
Keyword(s):  
Test Performance ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Limited Evidence ◽  
Cognitive Domains ◽  
Evidential Value ◽  
Red Color ◽  
Significant Difference ◽  
Color Priming ◽  
Different Populations

Red color supposedly affects cognitive functioning in achievement situations and impairs test performance. Although this has been shown for different cognitive domains in different populations and cultural contexts, recent studies including close replications failed to corroborate this effect. Reported here is a random-effects meta-analysis of 67 effect sizes (38 samples) that compared test performance after viewing red or a control color. For anagram tests and knowledge tests no significant difference between color conditions was found (Cohen’s d of -0.06 and -0.04); for reasoning tests the pooled effect of d = -0.34, 95% CI [-0.61, -0.06] indicated significantly lower scores in the red condition. The cumulative meta-analysis revealed substantially larger effects in initial studies as compared to subsequent research. After correcting for publication bias no evidential value for an effect of red color on intellectual performance was available. The review casts doubt on the existence of a robust color priming effect in achievement situations.

scholarly journals A-17 Category Test performance in individuals with alcohol versus methamphetamine dependence

2019 ◽  
Vol 34 (6) ◽  
pp. 876-876
Author(s):  
A Walker ◽  
A Hauson ◽  
S Sarkissians ◽  
A Pollard ◽  
C Flora-Tostado ◽  
...  
Keyword(s):  
Effect Size ◽  
Test Performance ◽  
Neuropsychological Functioning ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Significant Heterogeneity ◽  
Category Test ◽  
Methamphetamine Dependence ◽  
Significant Difference ◽  
Axis I

Abstract Objective The Category Test (CT) has consistently been found to be sensitive at detecting the effects of alcohol on the brain. However, this test has not been as widely used in examining the effects of methamphetamine. The current meta-analysis compared effect sizes of studies that have examined performance on the CT in alcohol versus methamphetamine dependent participants. Data selection Three researchers independently searched nine databases (e.g., PsycINFO, Pubmed, ProceedingsFirst), extracted required data, and calculated effect sizes. Inclusion criteria identified studies that had (a) compared alcohol or methamphetamine dependent groups to healthy controls and (b) matched groups on either age, education, or IQ (at least 2 out of 3). Studies were excluded if participants were reported to have Axis I diagnoses (other than alcohol or methamphetamine dependence) or comorbidities known to impact neuropsychological functioning. Sixteen articles were coded and analyzed for the current study. Data synthesis Alcohol studies showed a large effect size (g = 0.745, p < 0.001) while methamphetamine studies evidenced a moderate effect size (g = 0.406, p = 0.001); both without statistically significant heterogeneity (I2 = 0). Subgroup analysis revealed a statistically significant difference between the effect sizes from alcohol versus methamphetamine studies (Q-between = 5.647, p = 0.017). Conclusions The CT is sensitive to the effects of both alcohol and methamphetamine and should be considered when examining dependent patients who might exhibit problem solving, concept formation, and set loss difficulties in everyday living.

HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?

2020 ◽  
Vol 42 (2) ◽  
pp. 411-438 ◽  
Author(s):  
Akifumi Yanagisawa ◽  
Stuart Webb ◽  
Takumi Uchihara
Keyword(s):  
Vocabulary Learning ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Learner Characteristics ◽  
Moderator Variables ◽  
Auditory Learning ◽  
Significant Difference ◽  
L2 Vocabulary ◽  
Potential Moderator

AbstractThis meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies (N = 3802) meeting the inclusion criteria were meta-analyzed. The results indicated that glossed reading led to significantly greater learning of words (45.3% and 33.4% on immediate and delayed posttests, respectively) than nonglossed reading (26.6% and 19.8%). Multiple-choice glosses were the most effective, and in-text glosses and glossaries were the least effective gloss types. L1 glosses yielded greater learning than L2 glosses. We found no interaction between language (L1, L2) and proficiency (beginner, intermediate, advanced), and no significant difference among modes of glossing (textual, pictorial, auditory). Learning gains were moderated by test formats (recall, recognition, other), comprehension of text, and proficiency.

scholarly journals The Influence of The Power Of Two Type Of Cooperative Learning Model On The Learning Achiement Of Cililitan IV SDN Grade Students On Magnetic Material

2020 ◽  
Vol 6 (1) ◽  
pp. 1-6
Author(s):  
Rani ◽  
Budi Hendrawan ◽  
M. Fahmi Nugraha
Keyword(s):  
Magnetic Material ◽  
Student Learning ◽  
Research Methods ◽  
Learning Process ◽  
Natural Science ◽  
Science Learning ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Quantitative Research Methods

Natural science is one of the subjects contained in the elementary or elementary level curriculum. In line with the learning of natural science in elementary school, learning natural science is one of the subjects that is still considered difficult by. In science learning there are several obstacles, namely the low student learning achievement, in the learning process in the classroom still using conventional learning models only with lectures and centered on textbooks only, there is no group discussion students tend to be passive and the teacher becomes the center of the learning process, so that students in science learning in the classroom feels boring and less challenging so students are less active in class. Based on the problem of difficulties in the learning process, the application of the power of cooperative tipe the power of two expected to be able to improve student learning achievement on magnetic material of class IV SDN Cililitan. The study uses quantitative research methods with experimental research methods using quasi-external design with nonequivalent control group design. The study was conducted at SDN Cililitan with a population of eighteen students by using a saturated sample that divides students into two classes, namely the control class of ten students and the experimental class of ten students. Data collection techniques were performed using pretest and posttest tests and the data were analyzed using SPSS version 16.

scholarly journals Does Resilience Help in Reducing Burnout Symptoms Among Chinese Students? A Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhun Gong ◽  
Chunqin Li ◽  
Xinian Jiao ◽  
Qunzhen Qu
Keyword(s):  
Defense Mechanisms ◽  
Meta Analysis ◽  
Total Sample ◽  
Effect Sizes ◽  
Collective Behaviors ◽  
Individual Level ◽  
Gray Literature ◽  
Changing Trend ◽  
Student Burnout ◽  
The Individual

As society has evolved, student burnout has become a common problem in schools around the world, including in China. Therefore, the purpose of the current study is to explore whether resilience is related to student burnout in China and to examine the changing trend of resilience and student burnout. Moreover, we will assess gender differences and possible biases, including publication biases, small-study biases, gray literature biases, and decline effects. This meta-analysis included 34 studies, with a total of 81 effect sizes and a total sample size of 22,474. We found that resilience was negatively correlated with student burnout in the Chinese context. We also found evidence of gray literature bias in student burnout, which needs to be verified by subsequent studies. However, we found that there were decline effects in resilience, possibly because, as culture evolves, people become more focused on themselves; thus, their collective behaviors decline, leading to a decrease in their ability to adapt to the collective and the environment. We also found similar decline effects at the individual level; that is, resilience might decrease with individual age stages (from the primary to college stage), which might be related to the use of immature defense mechanisms against stress by students.

scholarly journals Mampukah Model Problem Based Learning meningkatkan Prestasi Belajar Sains Mahasiswa Calon Guru Sekolah Dasar?

2019 ◽  
Vol 3 (1) ◽  
pp. 83
Author(s):  
Yanti Fitria
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Science Learning ◽  
Model Problem ◽  
School Teacher ◽  
Problem Based Learning ◽  
Learning Model ◽  
Average Score ◽  
School Students ◽  
Learning Achievement

This study aims to improve the learning achievement of elementary school students. Second semester students majoring in elementary school teacher education (PGSD) FIP UNP Padang were involved as research subjects. As many as 24 students were given science learning by using the Problem Based Learning model. Subjects/samples of the study were given learning actions in the lectures of the basic concepts of Natural Sciences. Data obtained after the study were analyzed with descriptive statistics. This research was a classroom action research and was carried out for two cycles. The research findings show the results that an increase in student learning achievement with an average achievement score in cycle one of 76.28 and an average score in the second cycle of 88.46. An increase in score of 86.75. The findings can be concluded that the Problem Based Learning model is effective in improving student learning achievement rather than independent learning. Thus the science learning model Problem Based Learning can be used as an alternative model to improve student achievement in the digestive system material.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN JENIS PENILAIAN FORMATIF TERHADAP HASIL BELAJAR IPA SISWA SMPN

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Ni Ketut Rapi
Keyword(s):  
Science Learning ◽  
Formative Evaluation ◽  
Junior High ◽  
Teaching Model ◽  
Inquiry Teaching ◽  
Learning Achievement ◽  
Multi Stage ◽  
Conventional Teaching ◽  
Significant Difference ◽  
The Difference

Abstrak: Penelitian bertujuan untuk mendeskripsikan perbedaan hasil belajar IPA antara siswa yang mengikuti model pembelajaran inkuiri dan model pembelajaran konvensional, perbedaan hasil belajar IPA antara siswa yang mengikuti pembelajaran dengan PBK dan pembelajaran dengan penilaian konvensional, dan pengaruh interaksi antara model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA. Penelitian ini menggunakan metode eksperimen semu. Populasi penelitian adalah siswa kelas VII SMPN Singaraja pada semester ganjil tahun ajaran 2015/2016 sebanyak 2398 siswa. Pengambilan sampel dilakukan dengan teknik multi stage, jumlah sampel 120 siswa. Instrumen pengumpulan data menggunakan tes bentuk objektif, dengan reliabilitas tes = 0,8770, sedang analisis data menggunakan teknikanava dua jalur. Hasil penelitian ini menunjukkan: 1) terdapat perbedaan hasil belajar IPA antara siswa yang mengikuti model pembelajaran inkuiri dan model pembelajaran konvensional, 2) terdapat perbedaan hasil belajar IPA antara siswa yang diberi penilaian berbasis kelas dan yang diberi penilaian konvensional, terdapat pengaruh interaksi antara model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA. Kata kunci: model pembelajaran, jenis penilaian formatif, hasil belajar IPATHE INFLUENCE OF THE TEACHING MODEL AND THE FORMATIVE EVALUATION TYPE ON THE STATE JUNIOR HIGH SCHOOL STUDENTS’ SCIENCE LEARNING ACHIEVEMENT Abstract: The objectives of this study were 1) to describe the difference in the Science learning achievement between the students taught using the inquiry teaching model and those taught using the conventional teaching model; 2) to describe the difference in the Science learning achievement between the students joining the teaching with class-based evaluation and those joining the teaching with the conventional evaluation; and 3) to describe the influence of the interaction between the teaching model and the formative evaluation type on the Science learning achievement. This study used the quasi experimental design. The population was grade VII students of state junior high schools in Singaraja in the odd semester of 2015/2016 academic year consisting of 2,398 students. The sample consisting of 120 students was drawn using the multi-stage sampling technique. The data were collected using the objective test, with the reliability coefficient of 0.8770. The data were analyzed using the two-way anova. The findings showed that: 1) there was a significant difference in the Science learning achievement between the students joining the inquiry teaching model and those joining the conventional teaching model; 2) there was a significant difference in the Science learning achievement between the students given the class-based evaluation and those given the conventional evaluation; and 3) there was an influence of the interaction between the teaching model and the formative evaluation type on the Science learning achievement. Keywords: teaching model, formative evaluation type, Science learning achievement

scholarly journals Android-Based Learning Media Development to Improve Student Learning Achievement

2021 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Mujiono Mujiono ◽  
Siti Sarah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Descriptive Analysis ◽  
School Science ◽  
High School Science ◽  
Learning Achievement ◽  
Intact Group ◽  
Teachers And Students ◽  
The Media

Android media is one of the learning media that is easy and interesting to use. This study aimed to develop an Android-based science learning media that fulfills valid, practical, and effective aspects. The research method used 3 stages of the 4D model, namely (1) define, (2) design, and (3) develop. The dissemination stage was not done because it took a long time. The research instruments were validation sheets, questionnaire, and test. The media validity test was carried out by material experts and media experts. Practicality tests were carried out by teachers and students. The effective tests were carried out by student. The data analysis techniques were qualitative and quantitative descriptive analysis. The effective test used a quasi-experimental method with an intact-group comparison design. The results showed that the android-based science learning media fulfilled valid criteria by material experts and media experts. The android-based science learning media fulfilled practical criteria by junior high school science teachers and students. There were differences in learning achievement for students who used Android-based science media and those who learned without using the media. The learning achievement for students who used Android-based science learning media was better than the students who learned without using android-based science learning media; this media can be the alternative of online learning. 

scholarly journals Neurotrophic Factor Levels in Preterm Infants: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Francieli Cristina Krey ◽  
Bruna Alvim Stocchero ◽  
Kerstin Camile Creutzberg ◽  
Bernardo Aguzzoli Heberle ◽  
Saulo Gantes Tractenberg ◽  
...  
Keyword(s):  
Systematic Review ◽  
Preterm Infants ◽  
Neurotrophic Factor ◽  
Regression Models ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Sample Type ◽  
Term Infants ◽  
Significant Difference ◽  
Meta Regression

Objectives: Through a systematic review and meta-analysis of the literature we aimed to compare the levels of BDNF, NGF, NT-3, NT-4, and GDNF between human term and preterm infants, and investigate factors implicated in the variability of effect size estimates.Methods: The analysis was performed in three online databases, MEDLINE Complete, PsycINFO, and CINAHL. A random effects model was used to calculate the standardized mean difference (SMD) of neurotrophic factor levels in preterm infants vs. term within a 95% confidence interval (CI). To explore sources of heterogeneity meta-regression models were implemented.Results: Sixteen studies were included in this meta-analysis. A combined sample of 1,379 preterm and 1,286 term newborns were evaluated. We identified significant lower BDNF (SMD = −0.32; 95% CI: −0.59, −0.06; p = 0.014) and NT-3 (SMD = −0.31; 95% CI: −0.52, −0.09; p = 0.004) levels in preterm compared to term infants. No significant difference was observed in NGF and NT-4 levels between groups. Given that only two effect sizes were generated for GDNF levels, no meta-analytical model was performed. Meta-regression models revealed sample type (placental tissue, cerebrospinal fluid, peripheral blood, and umbilical cord blood) as a significant moderator of heterogeneity for BDNF meta-analysis. No significant associations were found for gestational week, birth weight, and clinical comorbidity of newborns with effect sizes.Conclusions: Our findings indicated that lower BDNF and NT-3 levels may be associated with preterm birth. Future studies with larger samples sizes should investigate neurodevelopmental manifestations resulting from neurotrophic factor dysregulation among preterm infants.

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