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 language | English |
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Pages (from-to) | 45-65 |
Number of pages | 21 |
Journal | School Effectiveness and School Improvement |
Volume | 18 |
Issue number | 1 |
DOIs | |
Publication status | Published - Mar-2007 |
Keywords
- SCIENCE ACHIEVEMENT
- CURRICULUM ORGANIZATION
- STRUCTURAL MODEL
- HIGH-SCHOOL
- PROGRESS