Factors Influencing Academic Achievement and Improvement: A Value-Added Approach

Mahimuang, Sucheera

doi:10.1007/s10671-005-0677-1

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…In order to do so efficiently, it is necessary to have a better understanding of the factors that influence academic performance in the first place 2 . There has been a considerable increase in the literature on this topic in recent years 3,4 . However, there has been little work investigating optometry undergraduates (electronic searches of Google Scholar, ERIC Database, International Education Research Database, British Education Index, Science Direct and PubMed were made using the following search terms: optometry undergraduates, academic performance, factors, gender, international, home students, graduates, non‐graduates and learning styles).…”

Section: Introductionmentioning

confidence: 99%

The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Prajapati

Dunne

Bartlett

et al. 2010

Ophthalmic Physiologic Optic

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Our research has shown that the majority of optometry students have balanced learning styles and, from the factors studied, academic performance is only influenced by enrollment status. Although learning style questionnaires offer suggestions on how to improve learning efficacy, our findings indicate that current teaching methods do not need to be altered to suit varying learning style preferences as balanced learning styles can easily adapt to any teaching style (Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London, UK: Learning and Skills Research Centre, 2004).

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Section: Introductionmentioning

confidence: 99%

The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Prajapati

Dunne

Bartlett

et al. 2010

Ophthalmic Physiologic Optic

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“…Several studies have sought to determine which variables should be included in or excluded from the VA model. Whereas there are studies that have identified prior achievement as the only efficient predictor of actual achievement (e.g., Mahimuang 2005), in other studies comparing models with and without covariates, the authors concluded that the inclusion of covariates could significantly improve the VA model. For example, Ferrão (2009) analyzed the inclusion or exclusion of SES variables in multilevel VA models.…”

Section: Empirical Reviews Of Covariates Used To Compute Va Scoresmentioning

confidence: 95%

“…Educational context-level characteristics have been found to have an influence on the performance of students, too. They include teacher variables (e.g., experience; Harris and Sass 2011), classroom variables (e.g., class size; Hattie 2009), and school variables (e.g., school climate or location ;Helmke 2003;Mahimuang 2005). These educational context characteristics constitute differences in learning environments that may affect students' development.…”

Section: Student and Context Characteristicsmentioning

confidence: 99%

Methodological issues in value-added modeling: an international review from 26 countries

et al. 2019

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Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on students' achievement. It is gaining increasing importance in educational evaluation, teacher accountability, and high-stakes decisions. We analyzed 370 empirical studies on VA modeling, focusing on modeling and methodological issues to identify key factors for improvement. The studies stemmed from 26 countries (68% from the USA). Most studies applied linear regression or multilevel models. Most studies (i.e., 85%) included prior achievement as a covariate, but only 2% included noncognitive predictors of achievement (e.g., personality or affective student variables). Fifty-five percent of the studies did not apply statistical adjustments (e.g., shrinkage) to increase precision in effectiveness estimates, and 88% included no model diagnostics. We conclude that research on VA modeling can be significantly enhanced regarding the inclusion of covariates, model adjustment and diagnostics, and the clarity and transparency of reporting.Keywords Value-added modeling . Literature review . Primary and secondary education . Teacher effectiveness . School effectiveness What is the added value from attending a certain school or being taught by a certain teacher? To answer this question, the value-added (VA) model was developed. In this model, the actual achievement attained by students attending a certain school or being

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“…Information obtained by this single evaluation method may not be accurate. For a more scientific and accurate evaluation of the factors influencing students' academic achievement, value-added assessment should be considered in further research [47,48]. Value-added assessment refers to collecting standardized test scores of students at different time points within a specified period of time, through tracking research design.…”

Section: Limitationsmentioning

confidence: 99%

Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis

Wei

2020

Sustainability

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To improve the sustainable development of minority education and ensure equitable quality education, this study explored student- and school-related factors linked to the mathematics achievement of minority senior high school students in China. Based on the data obtained from 932 teachers and 1873 students, within 31 interior ethnic boarding schools in 14 provinces of China, multilevel analysis showed that gender, class organization, learning strategies, and learning self-efficacy were significant student-level predictors of mathematics achievement. Students were more likely to score highly if they were boys, were in mixed classes, had more self-efficacy in learning mathematics, and used more effective mathematics learning strategies. At the school level, teachers’ job satisfaction positively predicted students’ mathematics achievement. Additionally, there was a significant interaction between school location and expected class organization in relationship to students’ mathematics achievement. For schools located in the urban center, the effect of class organization on students’ mathematics achievement was greater than schools located in the suburbs. For the sustainable development of minority education, it is necessary to further promote mixed-class teaching, set such schools in the suburbs, and improve teachers’ job satisfaction through multiple measures.

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Factors Influencing Academic Achievement and Improvement: A Value-Added Approach

Cited by 8 publications

References 12 publications

The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Methodological issues in value-added modeling: an international review from 26 countries

Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis

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