Recently, there has been a significant increase in the use of peer feedback in higher education. However, the evidence of the effect of peer feedback on students’ academic achievement does not seem conclusive and, to our knowledge, there has not yet been a meta-analysis of the effect of peer feedback on general academic achievement in the STEM fields of higher education. Therefore, we conducted a meta-analysis to determine whether peer feedback is beneficial to STEM higher education students’ academic achievement. The final data set for the meta-analysis consisted of 286 effect sizes from 90 independent samples in 75 studies, with a total of over 14,000 participants. All effect sizes were calculated as Cohen’s d values. A random-effects model used to synthesise the effect sizes indicated a significant positive summary effect size (d = .421, SE = .037, 95% CI = .350, .493, p = .000). The variance of the true effect sizes (T2) was .069. The Qw value of 644.167 was significant (p = .000) and the I2 value of 88.512 was high. Therefore, in order to identify the source of the between-study heterogeneity, moderator analyses were conducted to evaluate the influence of various methodological quality characteristics and peer feedback intervention characteristics on the effect of a peer feedback intervention. The results of this study will provide researchers, policy makers and practitioners with the information they need to decide whether or not to use peer feedback and to be able to design peer feedback interventions for maximal effectiveness.
Introdução: Considerando que o Transtorno do Espectro do Autismo (TEA) é desenvolvido nos primeiros anos de vida e que possui sinais e sintomas inespecíficos, é perceptível a necessidade da Atenção Primária do Sistema Único de Saúde (SUS) em identificar os sinais iniciais do TEA e de obter o diagnóstico precoce. Objetivo: Analisar as publicações científicas relacionadas à importância do rastreamento precoce do TEA por intermédio de questionários que visem a identificação dos sinais e sintomas previamente. Metodologia: Revisão integrativa da literatura que buscou artigos no banco de dados da Biblioteca Virtual de Saúde (BVS), utilizando como descritores: "diagnóstico precoce", "autismo" and "questionário", com os filtros "texto completo", nos idiomas "português" e "inglês" no recorte temporal de 2015 à 2019. Resultados e discussão: O TEA é caracterizado por déficits persistentes na interação social, na comunicação e por padrões repetitivos e/ou restritos de comportamentos, interesses e atividades, porém, esse transtorno não é degenerativo, pois ao longo da vida é possível, por meio da intervenção em diversas modalidades terapêuticas alcançar o avanço cognitivo, sensorial e motor da criança, sendo o grande diferencial para o alcance desta evolução, o diagnóstico precoce através de instrumentos ainda com utilização incipiente e sendo um grande desafio a implantação destes questionários avaliativos na Atenção Primária. Considerações Finais: O presente estudo possibilitou uma melhor compreensão sobre a detecção do TEA precocemente que auxiliará na intervenção mais adequada, promovendo melhor prognóstico e baixo risco de complicações futuras às pessoas com este tipo de transtorno. Com isso, faz-se necessário o uso de instrumentos de triagem para o diagnóstico de TEA na Atenção Primária a fim de otimizar o diagnóstico o mais precoce, possível. Isto posto, sugere-se mais evidências científicas que suscite maior conhecimento acerca da utilização e implantação destes questionários para rastreamento afim de que o diagnóstico seja feito até os dois anos de idade.
The increase in the prevalence of autism spectrum disorder (ASD) has important consequences to the health and educational systems. The need for specialized care that can improve the chances for a good prognosis must be considered in the research about intervention proposals. Parents can be very important participants in this process. Several intervention programs include the participation of parents but there is relatively little information in the literature about the results of these proposals. This poster will present the results of three different intervention programs with the participation of parents in three different regions of Brazil. In Rio de Janeiro, the parents were instructed about everyday attitudes and interactive management in six monthly group sessions discussing specific issues. In Rio Grande do Sul, specific themes regarding communication awareness and language development were discussed with parents in eight individual sessions conducted once each month. In Sao Paulo, parents were instructed once a week, during ten weeks, about executive functions stimulation. Participants were 18 children and they were all receiving regular speech-language therapy before, during and after the period of instruction to the parents. The results regarding the social-cognitive and communicative performance show a clear effect of the parents’ instruction. Each program's results will be discussed individually but the overall results point out to the value of including parents as partners in language and communication intervention processes.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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