Visible Learning is a meta-study published by the education researcher John Hattie in 2008 that analyzes the effect sizes of measurable influences on student learning outcomes, synthesizing results from 815 other meta-analyses. Using Cohen's d as its common measure, the study ranks instructional strategies and interventions by how strongly they correlate with student achievement, finding for example that self-reported grades (d=1.44), Piagetian programs (d=1.28) and formative evaluation (d=0.90) carry some of the largest effect sizes in the dataset.
Facts
Core ClaimRanking the relative size of effect on student learning outcomes across hundreds of meta-analyses shows some instructional influences matter far more than others, directing attention toward practices with the largest measured effect sizes. 1 Sources
1. Wikipedia: Visible Learning
Wikimedia FoundationWikipedia Visible Learning, lead paragraph, sentences 1-2Quote, Wikipedia Visible Learning, lead paragraph, sentences 1-2
Visible learning is a meta-study that analyzes effect sizes of measurable influences on learning outcomes in educational settings. It was published by John Hattie in 2008 and draws upon results from 815 other meta-analyses.
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