Hattie says ‘effect sizes' are the best way of
answering the question ‘what has the greatest influence on student
learning?'. An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• a correlation between some variable (e.g., amount of homework) and achievement of approximately .50
• A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation)
Below is Hattie's table of effect sizes.
| Influence | Effect Size | Source of Influence |
| Feedback | 1.13 | Teacher |
| Student's prior cognitive ability | 1.04 | Student |
| Instructional quality | 1.00 | Teacher |
| Direct instruction | .82 | Teacher |
| Acceleration | .72 | Student |
| Remediation/feedback | .65 | Teacher |
| Student's disposition to learn | .61 | Student |
| Class environment | .56 | Teacher |
| Challenge of Goals | .52 | Teacher |
| Peer tutoring | .50 | Teacher |
| Mastery learning | .50 | Teacher |
| Homework | .43 | Teacher |
| Teacher Style | .42 | Teacher |
| Questioning | .41 | Teacher |
| Peer effects | .38 | Peers |
| Advance organisers | .37 | Teacher |
| Simulation & games | .34 | Teacher |
| Computer-assisted instruction | .31 | Teacher |
| Testing | .30 | Teacher |
| Instructional media | .30 | Teacher |
| Affective attributes of students | .24 | Student |
| Physical attributes of students | .21 | Student |
| Programmed instruction | .18 | Teacher |
| Audio-visual aids | .16 | Teacher |
| Individualisation | .14 | Teacher |
| Finances/money |
.12
|
School
|
| Behavioural objectives | .12 | Teacher |
| Team teaching | .06 | Teacher |
| Physical attributes (e.g., class size) | -.05 | School |
Terms used in the table (Interpreted by Geoff Petty)
• An effect size of 0.5 is equivalent to a one grade leap at GCSE
• An effect size of 1.0 is equivalent to a two grade leap at GCSE
• ‘Number of effects is the number of effect
sizes from well designed studies that have been averaged to produce the
average effect size.
• An effect size above 0.4 is above average for educational research
The effect sizes are averaged, and are a
synthesis of research studies thought to be well designed and
implemented by research reviewers. Hence they are the best guess we have
about what has the greatest effect on student achievement.
Some effect sizes are ‘Russian Dolls' containing
more than one strategy e.g. ‘Direct instruction' is a strategy that
includes active learning, structured reviews after one hour, five hours
and 20 hours study. There is also immediate feedback for the learners,
and some corrective work if this is necessary.
Hattie does not define most of the terms in his table. My understanding of them is:
Feedback
Hattie has made clear that ‘feedback' includes telling students what
they have done well (positive reinforcement), and what they need to do
to improve (corrective work, targets etc), but it also includes
clarifying goals. This means that giving students assessment criteria
for example would be included in ‘feedback'. This may seem odd, but high
quality feedback is always given against explicit criteria, and so
these would be included in ‘feedback' experiments.
As well as feedback on the task Hattie believes
that students can get feedback on the processes they have used to
complete the task, and on their ability to self-regulate their own
learning. All these have the capacity to increase achievement. Feedback
on the ‘self' such as ‘well done you are good at this' is not helpful.
The feedback must be informative rather than evaluative. See the
feedback page on my website or Teaching Today chapters 6 and 43.
Instructional quality: This is the student's view of the teaching quality; the research was done mainly in HE institutions and colleges.
Instructional quantity: How many hours the student is taught for. Direct
instruction: Active learning in class, student's work is marked in
class and they may do corrective work. There are reviews after one hour,
five hours, and 20 hours study. See the separate handout.
Home factors Issues such as social class, help with home work, extent to which the learner's education is thought important; etc
Bilingual programs Self explanatory??
Mastery learning A
system of tests and retests of easy material with a high pass mark, if a
student does not pass they must do extra work and then take a retest on
the material they were weak at. See Teaching Today by Geoffrey Petty.
Questioning Students
being questioned. The most effective questions are high order ‘why?'
‘how?'' and ‘which is best?' questions that really make students think .
They need to be given time to think too, and can do better if they work
in pairs than work alone.
Effect sizes Below 0.4 now follow. Some of these add a lot of value in a short time so don't ignore them…
Advance organizers A
summary of the material in advance that puts some sort of structure to
it. This can take a matter of moments and is best referred back to
often.
Computer-assisted instruction
Effect sizes for this are gradually rising as the instruction becomes
more interactive, more engaging and generally better designed.
Testing Testing
by itself is not as effective as remediation/feedback where the test is
used to find what the student needs to improve and they then do
corrective work.
Programmed instruction A
form of instruction that involves students being taught by a computer
or set of workbooks, by doing a series of prescribed tasks. If the
student gets an answer wrong they are directed back to correct their
misunderstanding. Devised by Skinner in the 1960s, but not much used
now.
Individualisation Students
working on an individualised programme of learning. This may work
better if students are not working in a solitary way.
Finances/money Funny ….. this seems to have a larger effect when paid to me…
Behavioural objectives Having
and using objectives in the form: “The students should be able to…”
immediately followed by an observable verb. For example ‘explain' is
okay because you can listen to, or read the student's explanation.
However ‘understand' isn't behavioural because you can't see or read the
understanding.
Retention Students who do not do well enough in one school year, being kept back to do the year again.
Beware Over-interpretation!
- Surface learning (e.g. rote remembering without understanding) could produce high effect sizes short term for low cognitive skills such as remembering. For example the use of mnemonics has an effect size of about 1.1 (There is more to learning than passing memory tests.)
- Most of the research was done in schools, though Hattie says effect sizes are remarkably stable and not much influenced by age
- Some high-effect strategies are ‘Russian Dolls' with other strategies ‘inside'.
http://www.teacherstoolbox.co.uk/T_effect_sizes.html
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
http://www.arts.auckland.ac.nz/staff/index.cfm?P=5049
http://growthmindseteaz.org/johnhattie.html
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