Educational productivity in higher education: An examination of part of the Walberg Educational Productivity Model

M. Bruinsma*, E. P. W. A. Jansen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

21 Citations (Scopus)

Abstract

Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors affect academic achievement, were examined with a limited sample of 1st-year students in the University of Groningen. Information concerning 8 of these factors - grades, motivation, age, prior achievement, home environment, support from peers, classroom environment, quality of instruction, and quantity of instruction - was collected through the departmental administration, self-report questionnaires, rating questionnaires, and through paper sources. A multilevel analysis showed that the model with 8 productivity factors explained 23% of the variance found in achievement, as well as the variables prior achievement and expectancy, the classroom environment, the quality of assessment, and the quantity of instruction affected achievement.

Original languageEnglish
Pages (from-to)45-65
Number of pages21
JournalSchool Effectiveness and School Improvement
Volume18
Issue number1
DOIs
Publication statusPublished - Mar-2007

Keywords

  • SCIENCE ACHIEVEMENT
  • CURRICULUM ORGANIZATION
  • STRUCTURAL MODEL
  • HIGH-SCHOOL
  • PROGRESS

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