creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

/pdf/active-learning-increases-student-performance-in-science-3j0c6wu4k5.pdf

Active learning increases student performance in science, engineering, and mathematics

This meta-analysis reviews 208 laboratory studies of acute psychological stressors and tests a theoretical model delineating conditions capable of eliciting cortisol responses. Psychological stressors increased cortisol levels; however, effects varied widely across tasks. Consistent with the theoretical model, motivated performance tasks elicited cortisol responses if they were uncontrollable or characterized by social-evaluative threat (task performance could be negatively judged by others), when methodological factors and other stressor characteristics were controlled for. Tasks containing both uncontrollable and social-evaluative elements were associated with the largest cortisol and adrenocorticotropin hormone changes and the longest times to recovery. These findings are consistent with the animal literature on the physiological effects of uncontrollable social threat and contradict the belief that cortisol is responsive to all types of stressors.

http://anthro.vancouver.wsu.edu/media/Course_files/anth-260-edward-h-hagen/acute-stressors-and-cortisol-responses-a-theoretical-integration-and-synthesis-of-laboratory-research-1.pdf

Acute stressors and cortisol responses: a theoretical integration and synthesis of laboratory research.

Work on general attitudes has drawn attention to the roles of attitude accessibility, controlled versus automatic information processing, and biases in information processing produced by automatically activated general attitudes towards objects. However, early failures to demonstrate strong attitude-behavior relations were shown to be attributable to incompatibility in the level of generality at which these variables were assessed. General attitudes toward policies, people, institutions, and events correlate well with general behavioral patterns but not with specific behaviors. Predicting specific actions requires a measure of attitude toward the behavior itself, as in the reasoned action approach, which takes specific behavior as its starting point and identifies intentions, attitudes, norms, and perceived behavioral control as important determinants. In addition to discussing those topics, this chapter reviews major meta-analyses of the attitude-behavior relation.

The Influence of Attitudes on Behavior

List of figures List of tables List of boxes Introduction Part I. Effect Sizes and the Interpretation of Results: 1. Introduction to effect sizes 2. Interpreting effects Part II. The Analysis of Statistical Power: 3. Power analysis and the detection of effects 4. The painful lessons of power research Part III. Meta-Analysis: 5. Drawing conclusions using meta-analysis 6. Minimizing bias in meta-analysis Last word: thirty recommendations for researchers Appendices: 1. Minimum sample sizes 2. Alternative methods for meta-analysis Bibliography Index.

The essential guide to effect sizes : statistical power, meta-analysis, and the interpretation of research results

https://www.gezondezorg.org/files/Roken-mediacampagnes-review.pdf

Use of mass media campaigns to change health behaviour

Evaluating coding decisions.

Objectives. We examined the cognitive and behavioral effects of the National Youth Anti-Drug Media Campaign on youths aged 12.5 to 18 years and report core evaluation results.Methods. From September 1999 to June 2004, 3 nationally representative cohorts of US youths aged 9 to 18 years were surveyed at home 4 times. Sample size ranged from 8117 in the first to 5126 in the fourth round (65% first-round response rate, with 86%–93% of still eligible youths interviewed subsequently). Main outcomes were self-reported lifetime, past-year, and past-30-day marijuana use and related cognitions.Results. Most analyses showed no effects from the campaign. At one round, however, more ad exposure predicted less intention to avoid marijuana use (γ = −0.07; 95% confidence interval [CI] = −0.13, −0.01) and weaker antidrug social norms (γ = −0.05; 95% CI = −0.08, −0.02) at the subsequent round. Exposure at round 3 predicted marijuana initiation at round 4 (γ = 0.11; 95% CI = 0.00, 0.22).Conclusions. Through June 2004, the c...

Robert G. Orwin

Papers

Evaluating coding decisions.

Effects of the National Youth Anti-Drug Media Campaign on Youths

Evaluation of the National Youth Anti-Drug Media Campaign: Fifth Semi-Annual Report of Findings

Transitions through homelessness and factors that predict them: three-year treatment outcomes.

Does gender-specific substance abuse treatment for women promote continuity of care?