What Influences Learning? A Content Analysis of Review Literature

Abstract

This paper reported a comprehensive "meta-review" and synthesis of research on variables related to learning, including both cognitive and affective schooling outcomes. 1 A conceptual framework was developed encompassing 228 items related to school learning, organized a priori into 30 scales within six categories. Search and selection procedures yielded 179 selected handbook and annual review chapters, commissioned papers, and other authoritative reviews. Content analysis yielded over 3,700 ratings of the strength of influence of the variables on learning. The variables confU1lled the primacy of student, classroom, home, and community influences on learning relative to more distal policy variables such as state and district characteristics. Additionally, the variables also highlighted the importance of metacognition, classroom management, quantity of instruction, classroom interactions and climate, and the peer group. E ducational research has identified a large number of variables related to school learning. Because such a multiplicity of distinct influences on achievement have been found, educators may be perplexed as to which items are most important. Educational researchers, policy makers, and practitioners all require clearer guidance concerning the relative importance of different learning influences and the particular variables most likely to maximize school learning. To address this need, we did a comprehensive review and synthesis of handbooks, review annuals, and other highly synthetic prior reviews. We characterized the most authoritative scholarly opinion about ways to optimize educational outcomes across a range of educational conditions and settings. This research synthesis is distinguished by its comprehensiveness, its orientation toward practical school improvement strategies, and its focus on comparing the relative contributions of different items to learning. To organize the synthesis, we developed a conceptual framework that draws heavily on major theoretical models of school learning. Before turning to this framework, we briefly describe the evolution of these earlier theoretical models.

How Children Regulate their Own Collaborative Learning

“…In general, self-regulative activities, such as orientation, planning, monitoring, readjustment of strategies, evaluation and reflection, are found to be more typical of strong than poor learners (Wang et al, 1990). In a study on developing mathematical thinking and self-regulated learning, Pape et al (2003) stated that self-regulated learners are 'active participants in their own learning', are 'able to select from a repertoire of strategies' and 'able to monitor their progress in using these strategies towards a goal'.…”

The Impact of Cognition on Memorizing Words in Learners of English as a Foreign Language

“…Amali reported that language learners use the metacognition skills, including programming, self-review and self-evaluation, in order to facilitate their English language learning (Wang, 1990). …”

“…1-Interest in lesson 2-Homework volume 3-Character 4-Self-concept, self-sufficient 5-Motivation and self-efficiency 6-Anxiety, enough or lack of enough facilities 7-Teacher skills and method of teaching (Wang, 1990) Identification of these factors helps with selection of proper methods and improvement of conditions for excitement of learners for learning. In between, features related to learners are the most important factors of need.…”

La gestion de classe au coeur de l’effet enseignant

“…Les enseignants qui obtiennent le plus de succès dans la gestion de leur classe supervisent le déroulement des activités de près et sont capables de reconnaître rapidement, voire d'anticiper, les comportements indésirables susceptibles de se propager à l'ensemble du groupe et de perturber l'ordre établi (Butler, 1987;Doyle, 1986Doyle, , 1990Good, 1983Good, /* et b, 1990Tomic 1992;Wang, Haertel et Walberg, 1990). Ils savent prendre des mesures appropriées avant que le désordre n'apparaisse (Doyle, 1986(Doyle, , 1990Tomic, 1992) et ils disposent de procédures et de techniques variées permettant de contrôler ces situations (Cruickshank 1990;Doyle 1986Doyle , 1990Medley, 1977;Tomic 1992).…”