“Most of us struggle to put into words how we learn and this is why I am most fascinated -- how can we create a language of learning how can we better understand how we learn and then how to learn better. I was great at recall and memory when I was a student but it only got me so far, and being even better at memory did not help -- I searched for ways to improve how to learn but my teachers just told me to invest more time, spend more time -- and it was the wrong answer” (John Hattie, personal communication, February 2, 2019).
Articles in this section
- Why does the Visible Learning research use effect sizes?
- Why do you use an effect size of d=0.40 as a cut-off point and basically ignore effect sizes lower than 0.40?
- What is the preferred timescale over which an effect size can be calculated?
- Is there a bias when using effect sizes in favor of lower achieving students?
- What caution should I take when calculating an effect size?
- Why are effect sizes used when conducting meta-analysis?
- Why can an effect size of 0.40 be gained in a shorter timeframe?
- Can effect sizes be added (or averaged)?
- How accurate are the conclusions drawn from meta-analysis?
- How can the variability associated with each influence be evaluated?