synthesis of over 800 meta-analyses relating to achievement

by John Hattie

A Presentation based on the bookVisible learning: A

Michelle Boyd SPE 503 The University of Alabama

Overview
The chapter reviews various:
Teaching strategies School-wide programs Implementations using technology Out-of-school learning

Effect Size Barometer

The barometer was developed by Hattie to show how effective each attribute studied was. The effect size is shown between d= -0.2 - 1.2. An effect size of 0.4 or greater is described as being in the zone of desired effects. When talking about effect size, reference this barometer to guage the attirbutes effectiveness.

Implementations that emphasize teaching strategies

The teaching of strategies have a relatively large effect size

of d=0.60 Reciprocal teaching has a great effect size of d=0.74

Places an emphasis on students learning strategies such as

summarizing, questioning, clarifying and predicting (students

take turns being teacher).

Direct Instruction has an effect size of d=0.59 Direct Instruction provides clear learning intentions, sets up success criteria and engages students throughout the lesson. One of the most important aspects is that it continually provides feedback to the student
(Hattie, 2009)

Implementations that emphasize teaching strategies cont.

Problem solving teaching showed a very high level of effect

d=0.61
Teaching students how to identify, prioritize answers to

problems and think of multiple ways to solve it.

Strategies that had the lowest effect size were: Adjunct aids d=0.37 Inductive teaching d=0.33 Inquiry-based teaching d=0.31 Problem based learning d=0.15
(Hattie, 2009)

Implementations that emphasize teaching strategies cont.

There are four areas of meta-analyses which engross

cooperative learning:

The ones that compare cooperative vs. heterogeneous classes d=0.41 The ones that compare cooperative vs. individualistic learning d=0.59 The ones that compare cooperative vs. competitive learning d=0.54 The ones that compare competitive vs. individualistic learning d=0.24

Both cooperative and competitive are more effective than

individualistic methods. However, cooperative learning seems to be the most effective of the two.
(Hattie, 2009)

Implementations that emphasize school-wide teaching reform

Overall, comprehensive teaching reforms( d=0.22) only

have an effect that reaches teacher but does not reach the coveted zone of desired effects. The evidence shows that comprehension interventions for learning disabled students . (d=0.77)
When direct instruction and strategy instruction model are combined they can help in the remediation process (Swanson et. al, 1999).

Two other teaching reforms that have only moderate effect

size are special college programs, and Co-teaching/Team teaching

(Hattie, 2009)

Implementations using technologies

Hattie (2009) found that computers are used most

effectively when: d=0.37

There is a multitude of different teaching strategies being in conjunction with them When teachers are trained in the technology they are having students use When there is mulitple opportunity for practice involved When the student is in control of the pacing etc. of the learning and not the teacher When peer learning is used When feedback is utilized properly

Implementations using technologies cont.

Web-based learning only had an effect size of d=0.18.

(Remember the date this book was published,2009) Interactive video methods scored high with an effect size of d=0.52.
Baker & Dwyer (2000) found that visualization compared to

no visualization in and interactive video that a visual representation can convey the simple jist of a message to be learned.

Some other forms of technology that scored only moderatly

high were a) simulations, b) programmed instruction, c) audio/visual

methods
(Hattie, 2009)

Implementations for out-of-school learning

Distance euducation only had an effect size of d=0.09
Similarly home-school programs only show an effect

size of d=0.16 Homework had a moderate effect size of d=0.29

The effects of homework are double for high school as

for junior high students, and double for junior high students as for elementary students(Cooper, 1989). The effects were higher for mathematics homework but lowest in science and social studies.
(Hattie, 2009)

Conclusion
There are many teaching strategies that have an important

effect on student learning. Including:

Explanation Elaboration Plans to direct task performance Sequencing Drill repitition Providing strategy cues Domain-specific processing Clear instructional goals

Methods such as direct instruction, reciprocal teaching and

problem-solving methods can help achieve these.

(Hattie, 2009)

References
Baker, R.M., & Dwyer, F. (2000). A meta-analytic assessment of the effect of visualized instruction. International Journal of Instructional Media, 27(4), 417-426. Cooper, H.M. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Hattie, J. (2009). Visible learning, a synthesis of over 800 metaanalyses relating to achievement.(1st ed., Vol. 1). New York: Routledge.

Swanson, H.L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford Press.