A Quantitative Synthesis
A Quantitative Synthesis
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DOI：
10.1017/9781316711644.011
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发表时间：
2019-05
期刊：
影响因子：
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通讯作者：
Hersholt C. Waxman;Margaret C. Wang;Kenneth A. Anderson;Herbert J. Walberg;Heraholt C. Waxman
中科院分区：
文献类型：
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作者：
Hersholt C. Waxman;Margaret C. Wang;Kenneth A. Anderson;Herbert J. Walberg;Heraholt C. Waxman
为了评估适应性教育对学习的认知、情感和行为结果的影响，使用来自38项研究的统计数据计算了309个效应量，这些研究包含了约7,200名学生的合并样本。研究加权效应量的实质平均值为0.45，表明适应性课程的平均学生得分在对照组分布的第67百分位。这种影响在不同的年级、社会经济水平、种族、私立和公立学校以及社区类型之间都是恒定的。此外，在适应性、学生成绩、社会背景和研究方法的严谨性等方面，效果并没有显著差异。
To estimate the effects of adaptive education on cognitive, affective, and behavioral outcomes of learning, 309 effect sizes were calculated using statistical data from 38 studies that contained a combined sample of approximately 7,200 students. The substantial mean of the studyweighted effect sizes is .45, suggesting that the average student in adaptive programs scores at the 67th percentile of control group distributions. The effects appear constant across grades, socioeconomic levels, races, private and public schools, and community types. In addition, the effects are not significantly different across the categories of adaptiveness, student outcomes, social contexts, and methodological rigor of the studies.