Chen‐lin C Kulik
Dados Biográficos
| ID | 3999849 |
|---|---|
| NOME | Chen‐lin C Kulik |
| PRENOMES | Chen‐lin C |
| SOBRENOME | Kulik |
| ASSINATURA | KULIK C L C |
| AFILIAÇÕES | University of Michigan |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 96 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1991 |
| ÍNDICE H | 4 |
The Instructional Effect of Feedback in Test-Like Events
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation…
Effectiveness of computer-based instruction
Timing of Feedback and Verbal Learning
A meta-analysis of findings on feedback timing and human verbal learning showed that a variety of results have been obtained in 53 separate studies of the topic. Applied studies using actual classroom quizzes and real learning materials have usually found immediate feedback to be more effective than delayed. Experimental studies of acquisition of test content have usually produced the opposite result. Laboratory studies of list learning have prod…
Effectiveness of computer-based education in elementary schools
Effectiveness of coaching for aptitude tests
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Effectiveness of coaching for aptitude tests
Effects of Practice on Aptitude and Achievement Test Scores
This meta-analytic synthesis of evaluation findings from 40 studies showed that students can raise their scores on aptitude and achievement tests by taking practice forms of the tests. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and criterion measurement and were smaller when parallel forms were used. Second, the size of the effect i…
Educational Outcomes of Tutoring
A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. Tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs. The meta-analysis also showed that tutoring programs have positive effect…
Effects of Ability Grouping on Secondary School Students
This article reports results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools. In the typical study the benefits from grouping were small but significant on achievement examinations—an average increase of one-tenth standard deviations on examination scores, or an increase from the 50th to the 54th percentile for the typical student in a grouped class. The size of achievement effect differed in …
A meta-analysis of outcome studies of Keller's personalized system of instruction
A meta-analysis of outcome studies of Keller's personalized system of instruction
Educational Outcomes of Tutoring
A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. Tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs. The meta-analysis also showed that tutoring programs have positive effect…
Effects of Ability Grouping on Secondary School Students
This article reports results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools. In the typical study the benefits from grouping were small but significant on achievement examinations—an average increase of one-tenth standard deviations on examination scores, or an increase from the 50th to the 54th percentile for the typical student in a grouped class. The size of achievement effect differed in …
Effectiveness of computer-based education in elementary schools
Effects of Practice on Aptitude and Achievement Test Scores
This meta-analytic synthesis of evaluation findings from 40 studies showed that students can raise their scores on aptitude and achievement tests by taking practice forms of the tests. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and criterion measurement and were smaller when parallel forms were used. Second, the size of the effect i…
A meta-analysis of outcome studies of Keller's personalized system of instruction
A meta-analysis of outcome studies of Keller's personalized system of instruction
Educational Outcomes of Tutoring
A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. Tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs. The meta-analysis also showed that tutoring programs have positive effect…
Effects of Ability Grouping on Secondary School Students
This article reports results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools. In the typical study the benefits from grouping were small but significant on achievement examinations—an average increase of one-tenth standard deviations on examination scores, or an increase from the 50th to the 54th percentile for the typical student in a grouped class. The size of achievement effect differed in …
Effectiveness of coaching for aptitude tests
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Effectiveness of coaching for aptitude tests
Effects of Practice on Aptitude and Achievement Test Scores
This meta-analytic synthesis of evaluation findings from 40 studies showed that students can raise their scores on aptitude and achievement tests by taking practice forms of the tests. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and criterion measurement and were smaller when parallel forms were used. Second, the size of the effect i…
Effectiveness of computer-based education in elementary schools
Timing of Feedback and Verbal Learning
A meta-analysis of findings on feedback timing and human verbal learning showed that a variety of results have been obtained in 53 separate studies of the topic. Applied studies using actual classroom quizzes and real learning materials have usually found immediate feedback to be more effective than delayed. Experimental studies of acquisition of test content have usually produced the opposite result. Laboratory studies of list learning have prod…
The Instructional Effect of Feedback in Test-Like Events
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation…
Effectiveness of computer-based instruction
Psychology (11 obras) · Mathematics education (7 obras) · Medicine (6 obras) · Meta-analysis (6 obras) · Computer Science (5 obras) · Cognitive psychology (4 obras) · Academic achievement (3 obras) · Applied Psychology (3 obras) · Aptitude (3 obras) · Developmental psychology (3 obras)