Chen-Lin C. Kulik's research while affiliated with University of Michigan and other places
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Publications (46)
The educational effects of frequent classroom testing have been studied and discussed since the early part of this century. Testing advocates have suggested that more frequent classroom testing stimulates practice and review, gives students more opportunities for feedback on their work, and has a positive influence on student study time. Reviewers...
Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor...
A meta-analysis of findings from 254 controlled evaluation studies showed that computer-based instruction (CBI) usually produces positive effects on students. The studies covered learners of all age levels — from kindergarten pupils to adult students. CBI programs raised student examination scores by 0.30 standard deviations in the average study, a...
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional signific...
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional signific...
A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools. The effects appear to be stronger on the weaker students in a class, and they also vary as a function of mastery pro...
A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools. The effects appear to be stronger on the weaker students in a class, and they also vary as a function of mastery pro...
The assumptions and consequences of applying conventional and newer statistical methods to meta-analytic data sets are reviewed. The application of the two approaches to a meta-analytic data set described by L. V. Hedges (1984) illustrates the differences. Hedges analyzed six studies of the effects of open education on student cooperation. The conv...
Keeping up with the literature of education becomes a more difficult task each year. The Current Index to Journals in Education last year listed more than 17,000 articles published in 700 journals. Research in Education indexed an additional 9000 documents, and Comprehensive Dissertation Abstracts listed more than 6000 dissertations in education. T...
An overview of meta-analysis in education is provided. Methodology is discussed and substantive findings from meta-analytic studies are reviewed for six major areas of educational research: (1) instructional systems; (2) instructional design; (3) curricular innovation; (4) teacher education and evaluation; (5) class and school organization; and (6)...
A meta-analysis of findings on feedback timing and human verbal learning showed that a variety of results have been obtained in 53 separate studies of the topic. Applied studies using actual classroom quizzes and real learning materials have usually found immediate feedback to be more effective than delayed. Experimental studies of acquisition of t...
Separate meta-analyses have been completed recently on the effectiveness of computer-based education (CBE) in elementary schools, high schools, colleges, and nontraditional postsecondary institutions. Several general conclusions can be drawn from these meta-analyses. First, CBE programs usually have positive effects, as measured by several differen...
A meta-analysis of forty-nine comparative studies showed that mastery testing generally has positive effects on student learning, but the size of effect in any single study depends on both the stringency of the mastery criterion used with the mastery group and the degree of experimental control employed in the study. Mastery effects were also more...
A meta-analysis of findings from twenty-four controlled evaluations showed that computer-based education (CBE) usually has positive effects on adult learners. CBE raised the examination scores of such students by 0.42 standard deviations in the average study—a moderate-size but statistically significant effect. Two study features appeared to be rel...
Statistical methodologists have sometimes criticized the use of conventional statistics in meta-analysis, and in recent years a number of them have advocated the use of a special new statistical methodology for research synthesis. An examination of recent books describing this methodology shows that it is seriously limited in its applicability to s...
A meta-analysis of 32 comparative studies showed that computer-based education has generally had positive effects on the achievement of elementary school pupils. These effects have been different, however, for programs of off-line computer-managed instruction (CMI) and for interactive computer-assisted instruction (CAI). The average effect in 28 st...
Conducted a meta-analysis of 42 controlled evaluation studies to determine the effectiveness of computer-based teaching (CBT) at the secondary level. Results indicate that programs of computer-assisted and computer-managed instruction raised student examination scores by approximately 0.4 standard deviations (SDs). Programs of computer-enriched ins...
This article presents results from a meta-analysis of findings on the effects of accelerated instruction on elementary and secondary school students. The data for the meta-analysis came from 26 controlled studies. The analysis showed that examination performance of accelerates surpassed by nearly one grade level the performance of nonaccelerates of...
This meta-analytic synthesis of evaluation findings from 40 studies showed that students can raise their scores on aptitude and achievement tests by taking practice forms of the tests. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and cr...
Conducted a meta-analytic approach to determine the effects of coaching on aptitude test scores in 38 studies. In 14 studies on the Scholastic Aptitude Test, coaching raised scores by an average of 0.15 standard deviations; in 24 studies on other aptitude and intelligence tests, coaching raised scores by an average of 0.43 standard deviations. Stud...
A meta-analysis of findings from 31 separate studies showed that ability grouping has significant positive effects on the academic performance of elementary school children. The benefits of grouping tended to be small in the typical study of achievement --an increase from the 50th to the 58th percentile for the typical student in a grouped class. O...
A meta-analysis of 26 studies shows that accelerated gifted students outperform students of the same age and ability who are not accelerated and achieve as well as equally gifted older students in the higher grades. Correlational studies suggest that accelerates are equally successful later in life. (MLF)
This article presents results from a meta-analysis of findings on the effectiveness of coaching for achievement tests. The data for the meta-analysis came from 30 controlled studies of coaching programs. In the typical study, the effect of coaching was to raise achievement test scores by .25 standard deviations. Effects varied, however, with the le...
This meta-analytic synthesis of findings from 60 evaluation studies showed that special college programs for high-risk students have had basically positive effects on students. High-risk students who enrolled in such programs stayed in college somewhat longer than control students did, and they received somewhat better grades in regular college wor...
This meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses. This result was consistent across a variety of academic settings and research designs and held true for both published and unpublished studies. In addition, indi...
This article reports results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools. In the typical study the benefits from grouping were small but significant on achievement examinations—an average increase of one-tenth standard deviations on examination scores, or an increase from the 50th to the 54t...
A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. Tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered...
A meta-analysis of 52 studies of ability grouping in elementary and secondary schools indicates that, except for high ability students in honors classes, ability grouping has little significant effect on student learning outcomes, self-concept, or attitudes toward school and subject matter. (Author/RW)
THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Except for high-ability students in honors classes, ability grouping has little significant effect on learning outcomes, student attitudes toward subject matter and school, and self-concept. The differences that are found in grouped classes are all positive, however slight, and there is no evidence t...
This review used "meta-analytic," or statistical, techniques to integrate findings from 48 independent evaluations of the effectiveness of programmed instruction in secondary schools. The meta-analysis showed that results from programmed instruction were on the average very similar to those from conventional teaching. Programmed instruction did not...
Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/23357/1/0000301.pdf
This review used Glass’ (1976) meta-analytic techniques to integrate findings from 59 independent evaluations of computer-based college teaching. The meta-analysis showed that computer-based instruction made small but significant contributions to the course achievement of college students and also produced positive, but again small, effects on the...
From a meta-analysis approach and examination of 312 available reports, these authors derive generalizations for achievement and acceptability.
The present article describes a statistical synthesis of results from 48 comparative studies of an innovative method of college teaching, Postlethwait's Audio-Tutorial or A-T approach. The analysis showed that in general A-T instruction has a significant but small overall effect on student achievement in college courses, and it has no significant e...
Suggests that meta-analysis, the application of statistical methods to results from a large collection of individual studies, may prove useful to social scientists trying to draw reliable and general conclusions from a diverse and voluminous literature. This article describes a meta-analysis of 75 comparative studies of an innovative method of coll...
In numerous component analyses of F. S. Keller's (see record
1969-04532-001) Personalized System of Instruction (PSI), educational researchers have systematically varied features of personalized instruction and observed the effects of their manipulations on instructional outcomes. The present paper discusses the methodology and reviews the results...
The author indicates that the evidence reviewed in this article is unique in educational research. It points strongly to the conclusion that PSI is more effective than conventional college teaching methods. Criteria employed in the studies reviewed include: end-of-course performance, retention, transfer, and student attitudes. By any of these measu...
A review of evaluative research on the Keller plan establishes the following points: 1) The Keller plan is an attractive teaching method to most students. In every published report, students rate the Keller plan much more favorably than teaching by lecture. 2) Self-pacing and interaction with tutors seem to be the features of the Keller courses mos...
A review of evaluative research on the Keller plan establishes the following points: 1) The Keller plan is an attractive teaching method to most students. In every published report, students rate the Keller plan much more favorably than teaching by lecture. 2) Self-pacing and interaction with tutors seem to be the features of the Keller courses mos...
Citations
... With the intensive promotion of reform and the support of the idea of high-quality instruction, individualized teaching strategies to give students learning autonomy, and inquiry have substantially improved. Most educators believe that this approach to teaching and learning, which embodies the concept of individualized parenting, contributes to the development of individual needs (Bangert, Kulik, & Kulik, 1983). However, some teachers focus too much on personalized learning during this process, and there is a propensity to disregard the importance of collective learning. ...
... Slavin (1987), for example, argued that classroom data did not support the advocates of mastery. Kulik, Kulik and Banger-Drowns (1990) with a wider review of the literature reached the conclusion there was merit and evidence for mastery learning. Interest in mastery learning languished for several decades and was recently brought forward again by Gusky (2007). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/856014974889984-1581101282489_Q64/Robert-Bangert-Drowns.jpg)
... Again, it has been shown that students like the mode of presentation (Brown, 1995), that it is viewed as a positive experience (Deardoff, 1986), and that it is suitable for individual learning needs (Parr, 1999). However, Kulik and Kulik (1989) have stated that more difference between CAI and conventional traditional method as an effective teaching technique. Garrett (1995) reported mixed results when comparing CAI and conventional traditional method of teaching. ...
... Результативное обучение (в англоязычных вариантах это не только упомянутые Mastery-Based Learning и Competency-Based Learning, но и Performance-Based Learning («обучение, с обязательной демонстрацией результата») или Profi ciency-Based Education («обучение с демонстрацией уровня достижения результата») * ) представляет собой модель организации учебной работы, которая развивается уже более полувека. Несмотря на доказанную эффективность результативной организации обучения [12], школы долгое время отказывались ее использовать из-за сложностей в управлении учебной работой учащихся. Однако в последнее десятилетие появились технологические разработки, позволяющие преодолеть эти трудности: они решают возникающие логистические проблемы с помощью ИКТ. ...
... O objetivo de um curso baseado no SPI é, segundo KELLER (1968), permitir que o aluno progrida do início ao fim, em ritmo próprio, sem ser retardado por outros alunos, nem forçado a avançar quando não estiver preparado. Especificamente, dentre as características que distinguem o SPI dos Sistemas Tradicionais Expositivos (STE) de ensinocaracterizados por aulas predominantemente expositivas, e avaliações ministradas de forma idêntica para todos os estudantes, com objetivo predominante de classificá-los -podemos citar: (KELLER, 1968;MOREIRA, 2004;FOX, 2004): (BEZZERA, 1973, MOREIRA, 1973, DIONÍSIO, 1975, quanto no exterior (GREEN, 1971, FRIEDMAN, 1972. 1 Kulik (1974) destacou os seguintes artigos: Gallup (1970), Green (1969), McMichael and Corey (1969), Moore et al. (1969), Sheppard andMacDermot (1970), Billings (1972), Born et al. (1972), Hapkiewicz (1972, Morris and Kimbrell (1972), Muir (1972), Philippas and Sommerfeldt (1972), Protopapas (1972), Roth (1972) e Witters and Kent (1972). ...
... Об этом свидетельствуют работы многих исследователей. Согласно Чену-Лин, программированное обучение необходимо использовать во многих учебных заведениях, поскольку оно обеспечивает мгновенное получение знаний и обратную связь, а также улучшенное индивидуальное обучение математике [2]. Курбаноглу, Таскесенлигил и Созбилир сравнили эффективность программированного обучения с традиционным подходом к преподаванию cтериохимии, а также выяснили, влияет ли пол как-либо на успехи учащихся. ...
... More recently, [4] and [14] have classified multiple-try as a separate feedback type. But still, few reviews exist tackling multiple-try and its effects, besides being outdated [15][16][17]. Therefore, it becomes difficult to measure the impacts of multiple attempts across conditions and provide straightforward conclusions about multiple-try effects. ...
... Data analysis is quantitative statistical analysis with the help of the Comprehensive metaanalysis (CMA) application. The steps of data analysis are 1) calculating the effect size value of each study and the combined effect size, 2) conducting heterogeneity tests and determining the estimation model, 3) checking publication bias, 4) calculating the p-value to test the research hypothesis (Siddaway et al., 2019;Kulik et al., 1986). ...
... Over a century of research on the psychological phenomenon known as the testing effect has consistently shown that taking practice tests on studied material promotes increased learning and retention on those materials and content compared to more commonly used study strategies [98]. Meta-analyzes have shown that practice tests tend to produce stronger effects in mathematics than science, social studies, or other domains, and that the effects are amplified when feedback is included in the practice tests [102]. Roediger and Karpicke [98] also note that practice tests are significantly beneficial in enhancing free recall, reducing forgetfulness, and increasing long-term retention. ...
... Oppositely, it's debatable whether or not to group students for instruction depending on their prior performance. Low-achieving students have more varied outcomes, whereas high-achieving pupils often achieve more when grouped uniformly [14]. In a science laboratory environment, self-selected undergraduate cooperative learning groups performed worse than teacher-selected groups in both homogeneous and heterogeneous groupings [15]. ...
