It’s always worth remembering that the majority of the factors identified by Hattie as benefitting student academic achievement are are attributed to the behaviours and values of the student themselves.
Education policymakers have long assumed that students who learn more have been taught more effectively. A startling new study conducted by an international consortium of scholars at Peutêtre University in Toronto has thrown this assumption into question. According to project director Pascal Feldspar, students who take a course in a subject—and study it—show more learning gains in the subject than students who do not. While gains varied slightly from one section of a course to the next, the starkest differences were between those who took a course and those who did not, and those who did the work and those who did not.
“It is too early to generalize the findings,” said Feldspar, “but we found, for instance, that students who took French for a year, and did their homework, showed significantly more learning gains in French by the end of the year than students who took no French.” The same applied to geometry, ancient history, piano…
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