卓越實證概述 Best Evidence in Brief

Achievement

The importance of monitoring the success of an intervention program

Although integrating technology into education has been found to be effective means in helping students, it may fail to produce impacts because of poor implementation. A recent cluster-random controlled trial study conducted by Mo and colleagues investigated the effect of a computer-assisted learning (CAL) program on English achievement and compared the differences in implementation of the program between institutions. The CAL program was designed to provide remedial tutoring for learning English during computer class sessions organized by a computer teacher. A balanced cohort of 120 primary schools in one of China's poorest provinces was randomized into three groups: CAL implemented by a government agency, the same program implemented by a non-government organization (NGO), and no CAL program (control schools). A total of 5,253 Grade 4 students completed the program. Both treatment groups adopted the same software packages for the tutoring, and both the government agency and the NGO conducted implementation,...

15 10 2021
Effects of SWPBS Undetectable in the Long-Term

Interventions that focus on the reduction of problem behaviors and support of emotional well-being and social relationships have become increasingly popular around the globe over the past two decades. One such program, School Wide Positive Behavior Supports (SWPBS) has a solid base of evidence for improving social, emotional, and academic outcomes in the short-term. However, there is still little evidence regarding the long-term effects of this popular intervention. Borgen and colleagues examined the long-term effects of SWPBS on students’ academic failure and marginalization. Specifically, they examined short-term test scores and long-term academic grades, high school dropout, school behavior, and youth crime using population-wide Norwegian register data (N = 964,924). All Norwegian primary schools (grades 1–7) were included in the study (N = 2,366), where 216 of the schools in our sample (9%) had implemented SWPBS. The authors compared these individual-level variables between students who had attended SWPBS schools with those...

15 10 2021
Does participating in extracurricular activities promote academic performance of youth in China?

Previous studies have demonstrated that participation in structured extracurricular activities (EA) promotes educational outcomes in a western context. A new research study published in the Journal of Youth Studies investigated the mechanism of the impact of participating in structured EA on educational outcomes of youth in China. The authors examined whether family SES predicted students’ participation in EA which in turn related to academic performance. In addition, they explored whether participating in EA may promote supportive social networks, which contribute to learning outcomes. Two-wave data of about 8,000 7th grade students from the China Education Panel Survey (CEPS) were collected. A baseline survey was conducted in 2014 and a follow-up survey was taken in 2015. Students reported whether they joined any extracurricular activities (e.g., sports, chess, painting) after school at baseline. Academic achievement was assessed by total scores on Chinese reading, Mathematics, and English reading.  Using students’ reported survey items,...

17 09 2021
Excessive use of electronic devices harms children’s school performance

Interactive technology (e.g., Internet, social media, video games, etc.) is an integral part of life for youth. In a recently published research paper in Computers and Human Behavior, Anthony and her colleagues report the impact of amounts of interactive technology use on school engagement and academic performance. Two-wave survey data of 9,449 middle school students (mean age = 13.5 years) were collected in 2013-2014 and 2014-15 from the China Education Panel Survey (CEPS), a national survey in China. Students reported the time spent on their electronic devices for entertainment on school days and on weekends. Academic performance was assessed with midterm scores (Chinese, English and Mathematics), cognitive competency was measured by 20 test items (verbal, figure, quantitative). Truancy, educational aspirations, concentration in class, and boredom at school were reported by students one year later as proxy for school engagement.  After a comparison with those who did not spend any time...

03 09 2021
A service-learning program in science to improve academic achievement and civic engagement

A recent randomized evaluation conducted by Rimm-Kaufman and colleagues investigated the effects of Connect Science on student academic achievement and civic engagement. Connect Science is a service-learning program, a form of project-based learning that aims to prepare students to tackle with social and environmental problems in their community. The content of the intervention in this study was related to energy use and social emotional skills in groupwork. The study involved 41 fourth grade classes in the South-Central US randomly assigned to receive the intervention over 14-22 weeks or to continue with their regular practice. Science achievement and civic engagement were measured using quantitative tests developed by the researchers who conducted the study. Researcher-made measures may overestimate the effect of the intervention compared to independent tests, such as standardized or state tests. For this reason, the results presented below should be used with caution. Results showed Significant positive effects for science...

03 09 2021
Are extracurricular activities for preschoolers worthwhile?

In China, preparing children for primary school transition has been recognized as one of the motives to enroll preschoolers in organized extracurricular activities (EA). A longitudinal study recently published in Journal of School Psychology investigated the associations between EA participation and various school readiness outcomes for Chinese preschoolers.  A total of 345 children (age 3-4 at T1) enrolled in 12 public preschools from middle-class families in urban Shanghai provided data on EA participation. Parents completed questionnaires about their children’s EA participation at three time points (T1=November 2017; T2= November 2018; T3=May 2019). At T1, assessment was conducted to obtain children’s baseline development.  At T3 children’s school readiness skill outcomes, including receptive vocabulary, Chinese reading, expressive language, and early math skills were measured. Parents reported their children’s social-emotional development. EA participation was assessed in two scales, breadth and intensity. EA breadth was defined as number of EA types that a child...

20 08 2021
Students with learning difficulties in inclusive education

A recent meta-analysis published in Review of Educational Research examined the cognitive and psychosocial outcomes of students with general learning difficulties (GLD) in inclusive education. Students with GLD are those with general difficulties in learning that affect their performance in most school subjects. The purpose of the review was to answer: Do students with GLD and their peers benefit from inclusive education? The review included studies that compared students with GLD and their peers in inclusive settings and segregated settings. The studies had to evaluate the effects on cognitive outcomes, such as performance on standardized tests and metacognition, as well as psychosocial outcomes, such as social, attitudinal, emotional, and motivational aspects. Forty studies met the inclusion criteria. Results showed that: On average, students with GLD in inclusive education had larger cognitive outcomes compared to similar students in segregated settings (ES = +0.35, p < .001). With regard to psychosocial outcomes,...

20 08 2021
STEM enhancement program prevents decline in math and science achievement

High quality STEM education remains evasive in American public school systems, and disproportionately so in districts serving minority and/or students from low-income families. Jagannathan and her colleagues from Rutgers University examined the impacts of one STEM enhancement program, Nurture thru Nature (NtN), in a randomized controlled study of more than 600 elementary school students over an 8 year period of program implementation. NtN was created through a partnership between Rutgers University, Johnson & Johnson (headquartered in New Brunswick, NJ), and the New Brunswick Public School district. It provides enrichment activities to students randomly selected by lottery to participate in the STEM program from fourth grade until high school graduation. NtN focuses on natural and environmental sciences in order to support students’ interest in STEM careers. Students meet twice per week for 3 hours during the year and 3 days per week for 7.5 hours during summer recess, incorporating garden and...

05 08 2021
Encourage family support to improve outcomes

A new review from MDRC analyzes the evidence on how families’ involvement in children’s learning and development affects literacy, mathematics, and social-emotional skills at ages 3 to 8. A total of 95 studies, primarily from the last 10 years, were included. Four categories were considered: learning activities at home, family involvement at school, school outreach to engage families, and supportive parenting activities. The review found that: Overall family involvement had small to moderate effects on children’s outcomes. Numerous studies confirmed a link between family involvement and children’s literacy skills. A number of studies also demonstrated positive associations with children’s mathematics skills, and a few with children’s social-emotional skills. The weakest association was between family involvement at school and children’s outcomes. The review concludes that family involvement is potentially important in terms of efforts to improve children’s early learning and development, particularly as all parents, when given direction, can increase their involvement...

30 06 2021