The Effect Size of Self-Regulation and Prior Knowledge on Students Performance in an Open High School Program
The International Journal of Research and Review, Vol 11, 2016
10 Pages Posted: 8 May 2017
Date Written: September 1, 2016
The present study investigated the effect of self-regulated learning and prior knowledge on results of students formative assessment in nine schools implementing an Open High School Program (OHSP). The study looks at the effect size of the two predictors across various school setting. There was a total of 203 students attending the OHSP who participated in the study. Self-regulation was measured using the Academic Self-regulation Scale, prior knowledge was measured using standard-based assessment prior to instruction, and results of formative assessments were collected in five different subject areas. The results of multiple regression across the nine schools were conducted via interclass correlations. The average multiple correlation coefficients were obtained and transformed into Cohen’s d effect size. The results showed that self-regulation and prior knowledge had very large effect sizes on recorded formative assessments.
Keywords: Self-regulation, prior knowledge, formative assessment, open high school program
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