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Version 1.1 – Updated August 2021

Planning and prediction

Overview

  • Influence: Planning and prediction
  • Domain: Teaching Strategies
  • Sub-Domain: Learning intentions
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: An explicit focus on planning and the use of time, based on which the students have to determine how they are going to perform and what they will need to perform well.

Evidence

  • Number of meta-analyses: 4
  • Number of studies: 399
  • Number of students: 0
  • Number of effects: 420
  • Effect size: 0.76

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Frontline Learning Research Dignath What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy 2016 Planning and prediction 68 0 68 0.80
Mid-Continent Research for Education and Learning Marzano, Gaddy, & Dean What Works in Classroom Instruction 2000 Information specification/ predictions 242 0 242 0.38
Educational Research Review Donker, de Boer, Kostons, van Ewijk, & Van der Werf Effectiveness of learning strategy instruction on academic performance: A meta-analysis. 2014 Planning 68 0 68 0.80
Asian Pacific Education Review Kim et al. Effects of Cognitive Learning Strategies for Korean Learners. 2008 Planning 21 0 42 1.04
TOTAL/AVERAGE 399 0 420 0.76

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 3 4 1 3 3
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