Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies
- To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countriesTo plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.…
| Author details: | Martin BrunnerORCiDGND, Ulrich Keller, Marina Wenger, Antoine Fischbach, Oliver Lüdtke |
|---|---|
| DOI: | https://doi.org/10.1080/19345747.2017.1375584 |
| ISSN: | 1934-5747 |
| ISSN: | 1934-5739 |
| Title of parent work (English): | Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE) |
| Subtitle (English): | Results from 81 Countries for Planning Group-Randomized Trials in Education |
| Publisher: | Routledge, Taylor & Francis Group |
| Place of publishing: | Abingdon |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2017/11/29 |
| Publication year: | 2017 |
| Release date: | 2022/03/28 |
| Tag: | affect; design parameters; intraclass correlation; large-scale assessment; learning styles; motivation; multilevel models; student achievement |
| Volume: | 11 |
| Issue: | 3 |
| Number of pages: | 27 |
| First page: | 452 |
| Last Page: | 478 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
| Publishing method: | Open Access / Bronze Open-Access |
| License (German): |  CC-BY - Namensnennung 4.0 International |
