Opportunity-to-Learn Effects on Achievement: Analytical Aspects

Huang, Li-Chiao; Jo, Booil; Khoo, Siek-Toon; Goff, Ginger Nelson; Novak, John R.; Shih, Jeffrey C.; Muthén, Bengt

doi:10.2307/1164513

Cited by 7 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, students who worked more than one hour each day performed slightly lower on average compared to the students spending time on math homework every day (Rodriguez, 2004). The opportunity to learn could help increase student learning and improve teaching (Muthen et al, 1995). A significant relationship was found between allocated to learning time & reading scores, allocated to learning time & mathematics test scores (Brown & Saks, 1986) and the students' attitude toward learning and math achievement (Beaton et al, 1996;Abu-Hilal, 2000).…”

Section: Student-level Predictorsmentioning

confidence: 99%

The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach

Roy¹,

Paul²,

Majumder³

2020

View full text Add to dashboard Cite

This study aims to compare the performance of public primary schools with private primary schools and ebtedayee madrasahs, and identify the significant predictors associated with school performance applying the multilevel model. Using the dataset collected (2015-2016) from 1230 fifth-grade students and 60 teachers of 60 primary schools of three different types (public, private, and madrasah) in the northern part of Bangladesh, we find that the performance of public primary schools is lower than that of private primary schools but higher than ebtedayee madrasahs. But after adjusting for student-and school-level predictors, the better effectiveness between public primary schools and private primary schools or public primary schools and ebtedayee madrasahs is disappeared. Finally, we find that the schools having optimum levels of teachers' belief, school academic atmosphere and learners' prior achievement, learning time; time needed to complete the homework, home academic atmosphere, self-educational expectation, and self-educational confidence are likely to achieve better performance. Recommendations are drawn to maintain the quality of primary education, one of the most important policy agendas, under the National Education Policy 2010 of Bangladesh or the policies of other countries that would ultimately enhance the probability of attaining the Sustainable Development Goal 4 (SDG 4).

show abstract

Section: Student-level Predictorsmentioning

confidence: 99%

The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach

Roy¹,

Paul²,

Majumder³

2020

View full text Add to dashboard Cite

show abstract

“…The disadvantage of the OTL approach to assessing instructional sensitivity is that data collection and measurement of classroom practice can be expensive and time consuming. To appropriately carry out an OTL study, these measurements of classroom practice need to be made precisely and in detail for each specific context (Muthén et al, 1995). Although many methods and measures are available, the heterogeneity of instruction from one intervention study to another makes capturing their impact accurately a continuing challenge.…”

Section: Instructional Sensitivitymentioning

confidence: 99%

“…OTL studies of sensitivity also should include background characteristics of students in the analyses (Burstein et al, 1989;Muthén et al, 1995). Various methods have been proposed to account for the relationships between OTL, prior performance, student background, and achievement.…”

Section: Instructional Sensitivitymentioning

confidence: 99%

Measurement invariance techniques to enhance measurement sensitivity

French

Finch

Randel³

et al. 2016

IJQRE

View full text Add to dashboard Cite

Rigorous evidence supporting the effectiveness of interventions is needed to inform teaching practice and improve educational outcomes. In many instances, gathering such evidence includes cluster randomised control trials estimating the effectiveness of educational treatments. Such studies often require the collection of data from large samples in order to accurately detect 80 B.F. French et al.intervention effects. A failure to detect these effects could be due to the inability of the intervention to produce effects or due to a lack of measurement sensitivity to the intervention itself. The current study outlines a two-stage method for evaluating measurement sensitivity by first conducting content analysis to align items with hypothesised intervention effects, followed by the use of differential item functioning analyses to detect intervention effects more precisely, and thereby test for measurement sensitivity. Increasing measurement sensitivity could lead to increased effect sizes, increased statistical power, reduced sample sizes and reduced costs.

show abstract

“…If differentiated instruction is common, then valid attempts to measure students' exposure to reform-oriented practices might have to take place at the student level rather than at the teacher level (Gamoran, 1991;Muthen et al, 1995)-for example, through student surveys. However, some earlier research casts doubt on the accuracy of such surveys when specialized terminology and complex instructional practice are involved (see, e.g., Burstein et al, 1995, andHerman, Klein, andAbedi, 2000).…”

Section: Explaining Weak Relationshipsmentioning

confidence: 99%

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

Le¹,

Stecher²,

Lockwood³

et al. 2006

View full text Add to dashboard Cite

This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for noncommercial use only. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents. The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world. R AND's publications do not necessarily reflect the opinions of its research clients and sponsors. Limited Electronic Distribution RightsR ® is a registered trademark.

show abstract

Opportunity-to-Learn Effects on Achievement: Analytical Aspects

Cited by 7 publications

References 0 publications

The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach

The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach

Measurement invariance techniques to enhance measurement sensitivity

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

Contact Info

Product

Resources

About