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A Metanalysis on the Standards-Based Assessment of Students School

Readiness in an Open High School Program
Carlo Magno
Jose Carlos Ocampo
Asian Psychological Services and Assessment/
National University
Abstract
The effect of academic self-regulation and prior knowledge on students formative
assessment is investigated among nine schools in the Philippines that offer the Open
High School Program (OHSP). It is hypothesized in the study that the use of selfregulated learning strategies indicates school readiness together with students prior
knowledge (previous achievement) facilitates students progress in formative assessment
results. Interclass correlations were conducted across nine schools offering the OHSP.
The multiple correlation coefficients were used to compute for the effect size of academic
self-regulation and prior knowledge on students performance on the formative
assessment. The results showed that consistent large effect sizes were obtained across all
learning areas, English (d=3.06), science (d=4.40), math (d=3.47), Filipino (d=1.96), and
social studies (d=2.20).
Keywords: Self-regulation, Prior knowledge, formative assessment

Introduction
School readiness is an important factor for students to be engaged in an open
high school program. Readiness in terms of learning is needed especially when the
approach used is blended learning within an open high school program. The structure
of classes is not similar among the regular students, the open high school gives more
autonomy and provides more relevant and activities. It also involves a blended type of
learning where different forms and combinations of instruction are conducted to
facilitate instruction and learning. Blended learning is a form of a synchronous
instruction and face to face contact with the instructor and other learners in different
forms and combinations to facilitate instruction and learning (Duhaney, 2004).
The blended learning approach in an open high school program would require
students to become independent to work on their own pace. Students are required to
monitor, evaluate, and plan their own task, and think of new strategies to learn the
lessons. This characteristic of students has gained attention over the last three decades
termed as self-regulation. Self-regulation is defined by Zimmerman (2002) as selfgenerated thoughts, feeling, and actions that are oriented to attaining goals.
Zimmerman (2000) further explains that self-regulated learners are characterized to be
proactive in their efforts to learn because they are aware of their strengths and
limitations and because they are guided by personally set goals and task-related

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strategies (p. 66). According to Magno (2010) that determining the level of selfregulation involves the process of assessing how well students have developed the
inclusive array of learning skills. Assessment [of self-regulation] provides the teacher
and the learner important information at all stages of the learning process (p. 61).
Moreover, learners who are academically self-regulated are independent in their
studies, diligent in listening inside the classroom, focused on doing their task inside the
classroom, gets high scores in tests, able to recall teachers instruction and facts lectured
in class, and submits quality work (Magno, 2009). Students in an open high school
program would require these active learning approaches in order for them to succeed in
their learning. The structural provision of blended learning in an open high school
program where students learn at their own pace needs to be self-regulated in order to
succeed in the program.
Another important variable that predicts students school performance is their
prior knowledge. Cohen and Levinthal (1990) explained that prior knowledge
contributes to students absorptive capacity in determining their success in knowledge
transfer. Hence, the ability to learn new knowledge depends on the knowledge
previously possessed. Kim (1998) and Dixon (2000) further explain the theory on the
function of prior knowledge. In order to learn something new, learners must possess
enough related knowledge that allows for absorbing the new knowledge.
Several studies provide evidence on the effect of self-regulation and prior
knowledge on students performance. However, these variables were not studied
together both as predictors. The present study looked at the effect size of the both these
factors in predicting students performance taken from different school locale offering an
Open High School Program (OHSP). When the effect size of the same variables are
evaluated across studies and context, the approach is a metanalysis. This is a method
for systematically combining pertinent quantitative study data from several selected
school locale with the OHSP to develop a single conclusion that has greater statistical
power. This conclusion is statistically stronger than the analysis of any single study, due
to increased numbers of subjects, greater diversity among subjects, or accumulated
effects and results (Ellis, 2010).
The Present Study
The present study defines readiness of students in an open high school program
as being academically self-regulated in their lessons and having sufficient prior
knowledge from the previous grade level in order to perform better in academic tasks.
The criterion of academic self-regulation and prior knowledge would be students
formative assessment in the subjects English, science, mathematics, Filipino, and social
studies. Formative assessment involves students accomplishing a bank of items
accompanied by a series of feedback, it is non-threatening and provides students a
series of practice for the mastery of the lesson, it reinforces students understanding and
interest in the subject matter (Black & William 2003; Gonzales & Birch, 2000). Kulik and

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Kulik (1998) explained that best assessment practice incorporates several assessment
and feedback that enhances students learning. The nature of formative assessment
provides a more authentic nature of student learning because it is a combination of
what the students know and monitoring their progress.
The effect of academic self-regulation and prior knowledge on students
formative assessment is investigated among nine schools in the Philippines that offer
the OHSP. Separate predictions via interclass correlation were conducted in order to
determine (1) the variation of the strength of prediction across different geographical
regions, and (2) to determine the overall effect size of academic self-regulation and prior
knowledge on students formative assessment.
Method
Participants
A total of 203 students from nine different schools participated in the study.
These students were all currently enrolled in the OHSP. The breakdown of the number
of students per school is shown in Table 1. There are also other schools that participated
but they were not included in the analysis for not completing all the measures needed
to complete the study.
Table 1
Participants per School
Schools
Christian Horizon School (Iligan)
Cordova Catholic Cooperative School
Jose Maria College (Davao)
La Consolacion Bais City (Negros)
Nueva Ecija Dominican Academy
Perpetual Succour
St. Joseph School of Candaba
St. Paul Institute of Technology
Sto. Nio Formation and Science School
Urbiztondo Private High School

N
203
12
8
9
19
25
22
13
33
49
13

Instruments
The A-SRL-S was developed by Magno (2010) to measure self-regulation of high
school students within the context of learning in higher education was used. Each item
is responded by a four-point Lickert scale (Strongly agree, agree, disagree, and strongly
disagree). The scale is composed of seven factors: Memory strategy (14 items), goal-

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setting (5 items), self-evaluation (12 items), seeking assistance (8 items), environmental

structuring (5 items), learning responsibility (5 items), and planning and organizing (5
items). The seven factors were uncovered using an initial principal components analysis
with varimax rotation. Using another sample, the seven factor structure was confirmed
using Confirmatory Factor Analysis (CFA) and adequate fit was achieved (2=332.07,
df=1409, RMS=.07, RMSEA=.06, GFI=.91, and NFI=.89). There is evidence of convergent
validity where all seven factors were highly intercorrelated. High internal consistencies
were also attained for each factor (.73 to .87). Using an IRT Graded Response Model, the
scale showed appropriate step calibration where the responses are monotonically
increasing. The Test Information Function curve showed precision for the overall
instrument. Almost all items showed to have good fit and the few items that did not fit
the GRM were revised. The scales construct validity was also established (see Magno,
2011). The A-SRL-S significantly correlated with the MSLQ and the LASSI and a threefactor structure that showed to have the best fit (2=473.47, df=87, RMSEA=.08,
SRMR=.04, AIC=.71, SBC=.92, BCCVI=.71) than a two- or one-factor model. The scale
also showed predictive validity with the students grade at the end of the trimester.
The students prior knowledge was measured using the standards-based test for
year 6 (Asian Psychological Services and Assessment). The test included competencies
for grade 6 students that is used to assess their prior knowledge. These students are
presently in their year 7. The test is composed of English language, mathematics, and
science. The declarative knowledge is tested by skills in conceptual knowledge, facts,
understanding, application, analysis, synthesis, and evaluation. The test determines
performance of students against school, national and international norms. The
standards used are the content domain used is based on the K to 12 content and
performance standards and the MACREL standards which is representative of the
curriculum around the world. The test showed adequate predictive validity of students
grades and study habits, OLSAT, OLMAT, and MAT. There is high incremental
reliability across a series of five years.
Formative assessment was measured using performance and authentic-based
assessments found in the module used by the students in the OHSP. The skills
measured included are directly aligned with the lessons in the module. The alignment
of the assessment and the modules were reviewed by experts together with the K to 12
curriculum. The review process indicates content validity of the formative assessments
constructed. The formative assessment was conducted for English, science,
mathematics, Filipino, and social studies. The science is composed of tasks on diversity
of materials in the environment, mathematics is composed of number and number
sense, real number system, and measurement, Filipino is composed of fables, and social
studies is composed of geography and history.

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Procedure
The ASRL-S was reviewed by a group of researchers on blended learning and
open high school. In the review process, the items were made relevant for the OHSP
students, and translated into Filipino. The process of translation followed the standards
of the International Test Commission.
A visit was scheduled among the private schools offering the OHSP. The
purpose of the visit is to administer the A-SRL-S and the APSA test on prior knowledge.
The results of students formative assessment results were also requested from the
teachers.
The test on prior knowledge was first administered. The students were first
informed about the purpose of the test and what the test was all about. Each subtest
took about 1 hour to administer, and a total of three hours was spent for the English,
mathematics, and science. The A-SRL-S was administered next. Before administering,
they were instructed that there is no right and wrong answers and they can take time in
answering. They were also reminded to read carefully the items before answering and
answer as honestly as possible. The participants took about 40 minutes in answering the
scale. After answering they were debriefed about the study.
Data Analysis
The One-Way Analysis of Variance was used to determine the differences of the
nine schools in their mean scores on the academic self-regulation, prior knowledge, and
formative assessment. The scores on the formative assessment used different scale
length and this was standardized by converting each into z scores. The comparison of
the nine schools provides information on the variation on the factors used in the study
across different locale.
For the metanalysis, interclass correlation was first conducted. In the interclass
correlation, multiple regression was used where the seven factors of self-regulation and
three factors of prior knowledge were used to predict each of the formative assessment
results in English, science, mathematics, Filipino, and social studies. The multiple
correlation coefficient (R) was used to indicate the effect size on each school. The R is a
good estimate of effect size because it takes into account the combined effects of the 10
predictors on each formative assessment criterion (learning area/subject). The R was
then converted into Cohens d which is an effect size estimate. The formula for
converting the R to d was used:
d=

4R2
1 R2

Effect size (ES) is an index that measures the magnitude of effect. Unlike
significance tests, these indices are independent of sample size. ES measures are the

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common currency of meta-analysis studies that summarize the findings from a specific
area of research. In the present study, the influential meta-analysis of academic selfregulation and prior knowledge on students formative assessment is studied (see
Lipsey & Wilson, 1993).
Results
The nine schools offering OHSP was first differentiated on prior knowledge, ASRL-S, and formative assessment. The second part reports the prediction of A-SRL-S
and prior knowledge on formative assessment. The multiple correlation coefficient (R)
was converted to effect size in order to estimate how large does A-SRL-S and prior
knowledge influence students formative assessment results.
Table 2 shows the means and standard deviations per school on prior
Knowledge, A-SRL-S, and formative assessment. High dispersion of the scores was
obtained for the A-SRL-S. The large variation of the formative assessment scores were
stabilized by standardizing the scores. Prior knowledge scores also had small
dispersion because majority of the participants consistently scored low in the standardsbased test for year 6.
Table 2
Means and Standard Deviations of the Nine OHSP Schools on Prior Knowledge, A-SRL-S, and
Formative Assessment

Schools
Christian Horizon School
(Iligan)
Cordova Catholic Cooperative
School
Jose Maria College (Davao)
La Consolacion Bais City
(Negros)
Nueva Ecija Dominican
Academy
Perpetual Succour
St. Joseph School of Candaba
St. Paul Institute of
Technology
Sto. Nio Formation and
Science School
Urbiztondo Private High
School

N
203

Prior
Knowledge
M
SD
0.29
0.07

Academic Selfregulation
M
SD
3.58
6.88

Formative
Assessment
M
SD
0.49
0.51

12

0.24

0.04

3.47

0.39

0.34

0.10

8
9

0.33
0.26

0.07
0.05

2.92
3.08

0.27
0.34

0.46
0.48

0.02
0.04

19

0.29

0.04

2.95

0.18

1.76

0.30

25
22
13

0.25
0.27
0.24

0.04
0.04
0.05

3.05
7.29
3.18

0.36
20.93
0.30

0.16
1.05
0.23

0.01
0.07
0.02

33

0.26

0.03

3.04

0.31

0.47

0.05

49

0.38

0.04

3.19

0.25

0.06

0.04

13

0.25

0.05

3.32

0.26

0.38

0.10

Note. The M values for the prior knowledge close to 1.00 indicate high scores.

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When the nine schools offering OHSP were compared using a one-Way ANOVA,
significant differences were obtained for prior knowledge [F(9, 193)=33.04, p<.01] and
formative assessment [F(9, 193)=517.68, p<.01]. The nine schools did not significantly
differ on their academic self-regulation scores. For the performance on the prior
knowledge, the Sto. Nio Formation and Science School (M=.39) and Cordova Catholic
Cooperative School (M=.33) had the highest mean scores. For the formative assessment
results, La Consolacion Bais City (Negros) (Mzscore=1.76) and Perpetual Succour
(Mzscore=1.05) had the highest scores.
Table 3
ANOVA Summary Table
SS
Dependent
Variable
A-SRL-S
343.27
Prior
.52
Knowledge
Formative
50.83
Assessment
**p<.01

df

MS

9
9

38.14
.06

.80
33.04**

5.64

517.68**

For the interclass correlations, the multiple regression was used where the seven
factors of A-SRL-S and three factors of prior knowledge were entered as predictors and
the formative assessment result as the criterion. The R was used to represent the
combined effect of the A-SRL-S and prior knowledge on formative assessment. The R
coefficient is converted into Cohens d values. To interpret the d, the values ranging
from 0.00 to 0.20 are small effect size, 0.21 to 0.50 are medium effect size, and 0.51 and
above are large effect size.
The results show very large multiple correlation coefficient (R>.60) for Christian
Horizon School (Iligan), Nueva Ecija Dominican Academy, St. Joseph School of
Candaba, and Urbiztondo Private High School. For this large coefficients an effect size
of >1.5 are obtained. An effect size of 1.5 accounts for 36% of the variance explained for
students performance on the formative assessment.
The overall effect sizes for English (d=3.06), science (d=4.40), math (d=3.47),
Filipino (d=1.96), and social studies (d=2.20) formative assessment were very large. The
combined effects of self-regulation and prior knowledge accounts and explains largely
students performance on the formative assessment. When comparing across the effect
sizes, the values for Filipino and social studies are not that high as compared to English,
science, and math.

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Table 4
Effect Size of A-SRL-S and Prior Knowledge on Formative Assessment for Each School
School
Christian Horizon
School (Iligan)
Cordova Catholic
Cooperative School
Jose Maria College
(Davao)
La Consolacion Bais
City (Negros)
Nueva Ecija Dominican
Academy
Perpetual Succour
St. Joseph School of
Candaba
St. Paul Institute of
Technology
Sto. Nio Formation
and Science School
Urbiztondo Private
High School
Average Effect size

N
203

English
R
d

Science
R
D

Math
R
d

Filipino
R
d

Social
Studies
R
d

12

ND

ND

0.93

5.06

0.96

6.86

0.99

14.04

0.95

6.08

0.39

0.85

0.42

0.93

0.25

0.52

0.2

0.41

0.03

0.06

0.17

0.35

0.34

0.72

0.13

0.26

0.21

0.43

0.23

0.47

19

0.55

1.32

0.79

2.58

0.6

1.50

0.51

1.19

0.72

2.08

25

0.61

1.54

0.86

3.37

0.68

1.85

0.58

1.42

0.67

1.81

22

0.68

1.85

0.57

1.39

0.37

0.64

1.67

0.64

1.67

13

0.93

5.06

0.99

14.04

0.99

0.80
14.0
4

0.92

4.69

0.92

4.69

33

0.58

1.42

0.55

1.32

0.52

1.22

0.59

1.46

0.61

1.54

49

0.48

1.09

0.52

1.22

0.5

1.15

0.54

1.28

0.57

1.39

13

0.99

14.04

0.99

14.04

0.98

9.85

0.93

5.06

0.95

6.08

3.06

4.40

3.47

1.96

2.20

ND=No Data
Discussion
The results of the present study showed that prior knowledge and formative
assessment results were varied significantly across the nine schools. The study also
highlights the very large effect size of self-regulation and prior knowledge on formative
assessment.
The first point raised is the variation of abilities across different schools in the
different regions of the Philippines. Both measure of the prior knowledge and formative
assessment are performance-based on the specific academic curriculum. The significant
differences explain the variation on how the curriculum is delivered and implemented
in different schools. This provides policy makers and educational agencies to review
possible ways to further help those schools who are performing low as compared to the
others. Systems of allocating resources and training can be devoted in these areas.
The report also highlights the very large effect size of prior knowledge and selfregulation on formative assessment. This supports the individual studies demonstrating
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the value of self-regulation as a learning strategy and disposition to facilitate students

performance. This result also provides further evidence how prior knowledge helps in
the acquisition of new information. However, the present study does not only see the
value of self-regulation and prior knowledge separately but both as functioning in
helping students cognition to perform on their formative assessment tasks. The findings
of the metanalysis highlight the combination of self-regulation and prior knowledge
together functioning to facilitate students performance in school. Based on the ASCD
model, formative assessment is meant to focus the learning based in standards,
determine the present status of the students anchored on these standards, and taking
action to move the learning closer to these standards. This process is best facilitated
when students carefully makes use of self-regulated learning strategies combined with
adequate prior knowledge. Moreover, it is emphasized in the present study that
learning through formative assessment is successful when students start to adapt active
learning strategies to reach their academic goals. The formative assessment cycle allows
students opportunities to become aware of their own learning by identifying the goals
of learning, using assessment to monitor their learning, and using vast array of
strategies to reach the goal. This process is consistent and compatible with the use of
self-regulated learning strategies. Formative assessment is successfully implemented in
the results of the present study attributed to the students who enters the program with
the goal in mind and has effectively built prior knowledge. The formative assessment
process is took place appropriately because the students already posses the necessary
scaffold with adequate learning strategies to reach the required competencies in
learning the lessons.
The implication of the large effect size informs policy makers to consider
screening tools for self-regulation and prior knowledge for students entering the OHSP.
Across different schools, these two factors largely accounts for (36%) of the variance on
students performance. This explains how crucial is self-regulation and what students
know before entering the OHSP in order to predict their possible success in the
program. Students who are able to plan, structure their environment, responsible,
organized, use memory strategies, and seek assistance are those who can likely succeed
on the tasks in the OHSP. However, it is also important to note the important of prior
knowledge in the primary years in order to succeed in tasks. Instruction needs to be
effective in the previous years for prior knowledge to be in place for future learning.
Prior knowledge in English, mathematics, and science allows students to learn better
the concepts in the OHSP.
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