Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”

Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book “Visible learning for teachers“.

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses – up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.

RankInfluenceEffect size d (Dec 2017)Effect size d (Aug 2017)SubdomainDomain
1Collective teacher efficacy1.571.57LeadershipSCHOOL
2Self-reported grades1.331.33Prior knowledge and backgroundSTUDENT
3Teacher estimates of achievement1.291.62Teacher attributesTEACHER
4Cognitive task analysis1.291.29Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
5Response to intervention1.291.29Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
6Piagetian programs1.281.28Prior knowledge and backgroundSTUDENT
7Jigsaw method1.21.2Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
8Conceptual change programs0.990.99Other curricula programsCURRICULA
9Prior ability0.940.94Prior knowledge and backgroundSTUDENT
10Strategy to integrate with prior knowledge0.930.93Learning strategiesTEACHING: Focus on student learning strategies
11Self-efficacy0.920.92Beliefs, attitudes and dispositionsSTUDENT
12Teacher credibility0.90.9Teacher attributesTEACHER
13Micro-teaching/video review of lessons0.880.88Teacher educationTEACHER
14Transfer strategies0.860.86Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
15Classroom discussion0.820.82Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
16Scaffolding0.820.82Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
17Deliberate practice0.790.82Learning strategiesTEACHING: Focus on student learning strategies
18Summarization0.790.79Learning strategiesTEACHING: Focus on student learning strategies
19Effort0.770.79Learning strategiesTEACHING: Focus on student learning strategies
20Interventions for students with learning needs0.770.77Implementations that emphasize school-wide teaching strategiesTEACHING: Focus on implementation method
21Mnemonics0.760.77Learning strategiesTEACHING: Focus on student learning strategies
22Planning and prediction0.760.76Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
23Repeated reading programs0.750.76Reading, writing and the artsCURRICULA
24Teacher clarity0.750.75Teacher attributesTEACHER
25Elaboration and organization0.750.75Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
26Evaluation and reflection0.750.75Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
27Reciprocal teaching0.740.75Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
28Rehearsal and memorization0.730.74Learning strategiesTEACHING: Focus on student learning strategies
29Comprehensive instructional programs for teachers0.720.73Reading, writing and the artsCURRICULA
30Help seeking0.720.83 & 0.60Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
31Phonics instruction0.70.7Reading, writing and the artsCURRICULA
32Feedback0.70.7Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
33Deep motivation and approach0.690.69Motivational approach, orientationSTUDENT
34Field independence0.680.68Prior knowledge and backgroundSTUDENT
35Acceleration programs0.680.68School curricula for gifted studentsCLASSROOM
36Learning goals vs. no goals0.680.68Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
37Problem-solving teaching0.680.68Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
38Outlining and transforming0.660.66Learning strategiesTEACHING: Focus on student learning strategies
39Concept mapping0.640.64Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
40Vocabulary programs0.620.62Reading, writing and the artsCURRICULA
41Creativity programs0.620.62Other curricula programsCURRICULA
42Behavioral intervention programs0.620.62Classroom influencesCLASSROOM
43Setting standards for self-judgement0.620.62Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
44Teachers not labeling students0.610.61Teacher-student interactionsTEACHER
45Relations of high school to university achievement0.60.6Prior knowledge and backgroundSTUDENT
46Meta-cognitive strategies0.60.6Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
47Spaced vs. mass practice0.60.6Learning strategiesTEACHING: Focus on student learning strategies
48Direct instruction0.60.6Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
49Mathematics programs0.590.59Math and sciencesCURRICULA
50Appropriately challenging goals0.590.59Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
51Spelling programs0.580.58Reading, writing and the artsCURRICULA
52Tactile stimulation programs0.580.58Other curricula programsCURRICULA
53Strategy monitoring0.580.58Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
54Service learning0.580.58Implementations using out-of-school learningTEACHING: Focus on implementation method
55Working memory strength0.570.57Prior knowledge and backgroundSTUDENT
56Full compared to pre-term/low birth weight0.570.57Physical influencesSTUDENT
57Mastery learning0.570.57Strategies emphasizing success criteriaTEACHING: Focus on teaching/instructional strategies
58Explicit teaching strategies0.570.57Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
59Technology with learning needs students0.570.57Implementations using technologiesTEACHING: Focus on implementation method
60Concentration/persistence/ engagement0.560.56Beliefs, attitudes and dispositionsSTUDENT
61Prior achievement 0.550.55Prior knowledge and backgroundSTUDENT
62Visual-perception programs0.550.55Reading, writing and the artsCURRICULA
63Self-verbalization and self-questioning0.550.55Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
64Cooperative vs. individualistic learning0.550.55Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
65Technology in other subjects0.550.55Implementations using technologiesTEACHING: Focus on implementation method
66Practice testing0.540.54Learning strategiesTEACHING: Focus on student learning strategies
67Interactive video methods0.540.54Implementations using technologiesTEACHING: Focus on implementation method
68Second/third chance programs0.530.53Reading, writing and the artsCURRICULA
69Enrichment programs0.530.53School curricula for gifted studentsCLASSROOM
70Positive peer influences0.530.53Classroom influencesCLASSROOM
71Peer tutoring0.530.53Strategies emphasizing student perspectives in learningTEACHING: Focus on student learning strategies
72Cooperative vs. competitive learning0.530.53Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
73Positive family/home dynamics0.520.52Home environmentHOME
74Socio-economic status0.520.52Family resourcesHOME
75Teacher-student relationships0.520.52Teacher-student interactionsTEACHER
76Self-regulation strategies0.520.52Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
77Record keeping0.520.52Learning strategiesTEACHING: Focus on student learning strategies
78Play programs0.5Other curricula programsCURRICULA
79Parental involvement0.50.5Home environmentHOME
80Student rating of quality of teaching0.50.5Teacher-student interactionsTEACHER
81Note taking0.50.5Learning strategiesTEACHING: Focus on student learning strategies
82Underlining and highlighting0.50.5Learning strategiesTEACHING: Focus on student learning strategies
83Time on task0.490.49Learning strategiesTEACHING: Focus on student learning strategies
84Science programs0.480.48Math and sciencesCURRICULA
85Generalized school effects0.480.48Other school factorsSCHOOL
86Clear goal intentions0.480.48Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
87Providing formative evaluation0.480.48Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
88Questioning0.480.48Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
89Intelligent tutoring systems0.480.48Implementations using technologiesTEACHING: Focus on implementation method
90Comprehension programs0.470.47Reading, writing and the artsCURRICULA
91Integrated curricula programs0.470.47Other curricula programsCURRICULA
92Small group learning0.470.47Classroom composition effectsCLASSROOM
93Information communications technology (ICT)0.470.47Implementations using technologiesTEACHING: Focus on implementation method
94Perceived task value0.460.46Beliefs, attitudes and dispositionsSTUDENT
95Study skills0.460.46Learning strategiesTEACHING: Focus on student learning strategies
96Relative age within a class0.450.45Physical influencesSTUDENT
97Writing programs0.450.45Reading, writing and the artsCURRICULA
98Imagery0.450.45Learning strategiesTEACHING: Focus on student learning strategies
99Achieving motivation and approach0.440.44Motivational approach, orientationSTUDENT
100Early years’ interventions0.440.44+0.29+0.27Home environmentHOME
101Strong classroom cohesion0.440.44Classroom influencesCLASSROOM
102Inductive teaching0.440.44Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
103Technology with elementary students0.440.44Implementations using technologiesTEACHING: Focus on implementation method
104Exposure to reading0.430.43Reading, writing and the artsCURRICULA
105Outdoor/adventure programs0.430.43Other curricula programsCURRICULA
106School size (600-900 students at secondary)0.430.43School compositional effectsSCHOOL
107Teacher expectations0.430.43Teacher attributesTEACHER
108Philosophy in schools0.430.43Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
109Teaching communication skills and strategies0.430.43Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
110Motivation0.420.42Motivational approach, orientationSTUDENT
111Reducing anxiety0.420.42Motivational approach, orientationSTUDENT
112Elaborative interrogation0.420.42Strategies emphasizing student meta-cognitive/ self-regulated learningTEACHING: Focus on student learning strategies
113Behavioral organizers0.420.42Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
114Technology in writing0.420.42Implementations using technologiesTEACHING: Focus on implementation method
115Technology with college students0.420.42Implementations using technologiesTEACHING: Focus on implementation method
116Positive self-concept0.410.41Beliefs, attitudes and dispositionsSTUDENT
117Professional development programs0.410.41Teacher educationTEACHER
118Relating creativity to achievement0.40.4Prior knowledge and backgroundSTUDENT
119Goal commitment0.40.4Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
120Cooperative learning0.40.4Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
121Inquiry-based teaching0.40.4Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
122After-school programs0.40.4Implementations using out-of-school learningTEACHING: Focus on implementation method
123Social skills programs0.390.39Other curricula programsCURRICULA
124Relations of high school achievement to career performance0.380.38Prior knowledge and backgroundSTUDENT
125Drama/arts programs0.380.38Reading, writing and the artsCURRICULA
126Career interventions0.380.38Other curricula programsCURRICULA
127Music programs0.370.37Reading, writing and the artsCURRICULA
128Worked examples0.370.37Strategies emphasizing success criteriaTEACHING: Focus on teaching/instructional strategies
129Mobile phones0.370.37Implementations using technologiesTEACHING: Focus on implementation method
130Bilingual programs0.360.36Other curricula programsCURRICULA
131Student-centered teaching0.360.36Student-focused interventionsTEACHING: Focus on student learning strategies
132Attitude to content domains0.350.35Beliefs, attitudes and dispositionsSTUDENT
133Counseling effects0.350.35Other school factorsSCHOOL
134Classroom management0.350.35Classroom influencesCLASSROOM
135Gaming/simulations0.350.35Implementations using technologiesTEACHING: Focus on implementation method
136Chess instruction0.340.34Other curricula programsCURRICULA
137Motivation/character programs0.340.34Other curricula programsCURRICULA
138Decreasing disruptive behavior0.340.34Classroom influencesCLASSROOM
139Collaborative learning0.340.34Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
140Teaching creative thinking0.340.34Implementations that emphasize school-wide teaching strategiesTEACHING: Focus on implementation method
141Stereotype threat0.330.33Beliefs, attitudes and dispositionsSTUDENT
142Technology in mathematics0.330.33Implementations using technologiesTEACHING: Focus on implementation method
143ADHD – treatment with drugs0.320.32Physical influencesSTUDENT
144Principals/school leaders0.320.32LeadershipSCHOOL
145School climate0.320.32LeadershipSCHOOL
146Average teacher effects0.320.32Teacher attributesTEACHER
147Adjunct aids0.320.32Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
148External accountability systems0.310.31School resourcingSCHOOL
149Matching style of learning0.310.31Student-focused interventionsTEACHING: Focus on student learning strategies
150Manipulative materials on math0.30.3Math and sciencesCURRICULA
151Ability grouping for gifted students0.30.3School curricula for gifted studentsCLASSROOM
152Teaching test taking and coaching0.30.3Learning strategiesTEACHING: Focus on student learning strategies
153Technology with high school students0.30.3Implementations using technologiesTEACHING: Focus on implementation method
154Mindfulness0.290.29Beliefs, attitudes and dispositionsSTUDENT
155Home visiting0.290.29Home environmentHOME
156Cognitive behavioral programs0.290.29Classroom influencesCLASSROOM
157Online and digital tools0.290.29Implementations using technologiesTEACHING: Focus on implementation method
158Technology in reading/literacy0.290.29Implementations using technologiesTEACHING: Focus on implementation method
159Homework0.290.29Implementations using out-of-school learningTEACHING: Focus on implementation method
160Desegregation0.280.28School compositional effectsSCHOOL
161Pre-school programs0.280.26Other school factorsSCHOOL
162Whole-school improvement programs0.280.28Implementations that emphasize school-wide teaching strategiesTEACHING: Focus on implementation method
163Use of calculators0.270.27Math and sciencesCURRICULA
164Mainstreaming/inclusion0.270.27Classroom composition effectsCLASSROOM
165Student personality attributes0.260.26Beliefs, attitudes and dispositionsSTUDENT
166Exercise/relaxation0.260.26Physical influencesSTUDENT
167Lack of illness0.260.26Physical influencesSTUDENT
168Out-of-school curricula experiences0.260.26School compositional effectsSCHOOL
169Volunteer tutors0.260.26Strategies emphasizing student perspectives in learningTEACHING: Focus on student learning strategies
170Problem-based learning0.260.26Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
171Use of PowerPoint0.260.26Implementations using technologiesTEACHING: Focus on implementation method
172Grit/incremental vs. entity thinking0.250.25Beliefs, attitudes and dispositionsSTUDENT
173Adopted vs non-adopted care0.250.25Family structureHOME
174Religious schools0.240.24Types of schoolSCHOOL
175Competitive vs. individualistic learning0.240.24Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
176Intact (two-parent) families0.230.23Family structureHOME
177Summer school0.230.23Types of schoolSCHOOL
178Teacher personality attributes0.230.23Teacher attributesTEACHER
179Individualized instruction0.230.23Student-focused interventionsTEACHING: Focus on student learning strategies
180Programmed instruction0.230.23Implementations using technologiesTEACHING: Focus on implementation method
181Technology in science0.230.23Implementations using technologiesTEACHING: Focus on implementation method
182Teacher verbal ability0.220.22Teacher attributesTEACHER
183Clickers0.220.22Implementations using technologiesTEACHING: Focus on implementation method
184Visual/audio-visual methods0.220.22Implementations using technologiesTEACHING: Focus on implementation method
185Finances0.210.21School resourcingSCHOOL
186Reducing class size0.210.21Classroom composition effectsCLASSROOM
187Interleaved practice0.210.21Learning strategiesTEACHING: Focus on student learning strategies
188Discovery-based teaching0.210.21Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
189Technology in small groups0.210.21Implementations using technologiesTEACHING: Focus on implementation method
190Student support programs – college0.210.21Implementations that emphasize school-wide teaching strategiesTEACHING: Focus on implementation method
191Extra-curricula programs0.20.2Other curricula programsCURRICULA
192Engaged vs disengaged fathers0.20.2Family structureHOME
193Aptitude/treatment interactions0.190.19Student-focused interventionsTEACHING: Focus on student learning strategies
194Learning hierarchies-based approach0.190.19Strategies emphasizing learning intentionsTEACHING: Focus on teaching/instructional strategies
195Co- or team teaching0.190.19Implementations that emphasize school-wide teaching strategiesTEACHING: Focus on implementation method
196Within class grouping0.180.18Classroom composition effectsCLASSROOM
197Web-based learning0.180.18Implementations using technologiesTEACHING: Focus on implementation method
198Lack of stress0.170.17Motivational approach, orientationSTUDENT
199Other family structure0.160.16Family structureHOME
200One-on-one laptops0.160.16Implementations using technologiesTEACHING: Focus on implementation method
201Home-school programs0.160.16Implementations using out-of-school learningTEACHING: Focus on implementation method
202Sentence combining programs0.150.15Reading, writing and the artsCURRICULA
203Parental autonomy support0.150.15Home environmentHOME
204Distance education0.130.13Implementations using out-of-school learningTEACHING: Focus on implementation method
205Morning vs. evening0.120.12Beliefs, attitudes and dispositionsSTUDENT
206Positive ethnic self-identity0.120.12Beliefs, attitudes and dispositionsSTUDENT
207Juvenile delinquent programs0.120.12Other curricula programsCURRICULA
208School choice programs0.120.12School compositional effectsSCHOOL
209Tracking/streaming0.120.12Classroom composition effectsCLASSROOM
210Mentoring0.120.12Classroom influencesCLASSROOM
211Initial teacher training programs0.120.12Teacher educationTEACHER
212Different types of testing0.120.12Strategies emphasizing feedbackTEACHING: Focus on teaching/instructional strategies
213Teacher subject matter knowledge0.110.11Teacher educationTEACHER
214Diverse student body0.10.1School compositional effectsSCHOOL
215Background music0.10.1Classroom influencesCLASSROOM
216Diversity courses0.090.09Other curricula programsCURRICULA
217Charter schools0.090.09Types of schoolSCHOOL
218Modifying school calendars/timetables0.090.09Other school factorsSCHOOL
219Detracking0.090.09Classroom composition effectsCLASSROOM
220Gender on achievement0.080.08Physical influencesSTUDENT
221Perceptual-motor programs0.080.08Other curricula programsCURRICULA
222Single-sex schools0.080.08Types of schoolSCHOOL
223Middle schools’ interventions0.080.08School compositional effectsSCHOOL
224Mastery goals0.060.06Motivational approach, orientationSTUDENT
225Whole language approach0.060.06Reading, writing and the artsCURRICULA
226College halls of residence0.050.05School compositional effectsSCHOOL
227Teacher performance pay0.050.05Teacher attributesTEACHER
228Breastfeeding0.040.04Physical influencesSTUDENT
229Multi-grade/age classes0.040.04Classroom composition effectsCLASSROOM
230Humor0.040.04Teaching/instructional strategiesTEACHING: Focus on teaching/instructional strategies
231Parental employment0.030.03Family resourcesHOME
232Student control over learning0.020.02Student-focused interventionsTEACHING: Focus on student learning strategies
233Non-immigrant background0.010.01Family resourcesHOME
234Open vs. traditional classrooms0.010.01Classroom composition effectsCLASSROOM
235Technology in distance education0.010.01Implementations using technologiesTEACHING: Focus on implementation method
236Performance goals-0.01-0.01Motivational approach, orientationSTUDENT
237Summer vacation effect-0.02-0.02Types of schoolSCHOOL
238Lack of sleep-0.05-0.05Physical influencesSTUDENT
239Surface motivation and approach-0.11-0.11Motivational approach, orientationSTUDENT
240Family on welfare/state aid-0.12-0.12Family resourcesHOME
241Parental military deployment-0.16-0.16Home environmentHOME
242Television-0.18-0.18Home environmentHOME
243Students feeling disliked-0.19-0.19Classroom influencesCLASSROOM
244Suspension/expelling students-0.2-0.2Other school factorsSCHOOL
245Non-standard dialect use -0.29-0.29Prior knowledge and backgroundSTUDENT
246Retention (holding students back)-0.32-0.32Classroom composition effectsCLASSROOM
247Corporal punishment in the home-0.33-0.33Home environmentHOME
248Moving between schools-0.34-0.34Home environmentHOME
249Depression-0.36-0.36Motivational approach, orientationSTUDENT
250Boredom-0.49-0.49Motivational approach, orientationSTUDENT
251Deafness-0.61-0.61Physical influencesSTUDENT
252ADHD-0.9-0.9Physical influencesSTUDENT
Source: www.visiblelearningplus.com/content/250-influences-student-achievement (Retrieved 28 March 2018 / PDF)
53 comments on “Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement
  1. Tom Barrett says:

    Hi there – thanks for sharing the graphic – not sure if someone has already pointed out to you the error. You have “Classroom Behavioural” with an effect size of 0.8

    I was looking for Classroom Discussion and assume you must have got those mixed up. Classroom Behavioural has an effect size of only 0.62.

    Hope this helps with a revision of the graphic – cheers

    • Sebastian Waack says:

      Hi Tom,
      Thanks for pointing that out! I double checked the issue with Hattie’s two books about “Visible Learning”.
      The list I visualized for this website is related to Hattie (2009) Visible Learning.
      Hattie constantly updates his list with more meta studies. I suggest that your comment relates to an updated list in Hattie (2011) Visible Learning for Teachers?
      Cheers, Sebastian

      • Clare says:

        Can someone help me please? I have seen many different tables of Hattie’s effect sizes and the order and effect size seems to differ quite significantly between them. Why is this? I am trying to use them for an evaluative model and I am confused as to which order and effect size I should use.

        With thanks for any clarification you can offer.

        • Sebastian Waack says:

          Hi Clare,
          As Hattie has updated the ranking in his newer books I would recommend to use the latest version of the list in “Visible Learning for Teachers” which cites over 900 meta studies.

        • Sebastian Waack says:

          Hello,
          the CLE calculations have been wrong in earlier editions of Visibible Learning. The Common Language Effect Size (CLE) is a probability measure and by definition must be between 0% and 100%. This error has been corrected in newer editions and translations of the book. From the very beginning the story of Visible Learning is mainly based on the effect size (Cohen’s d) which are correct.

          Here’s what John Hattie says about about it: “At the last minute in editing I substituted the wrong column of data into the CLE column and did not pick up this error; I regret this omission. In each subsequent edition the references to CLE and their estimates will be dropped – with no loss to the story.” http://leadershipacademy.wiki.inghamisd.org/file/view/Corrections%20in%20VL2.pdf/548965844/Corrections%20in%20VL2.pdf

          • barrie bennett says:

            That is not the main issue. The bigger problem is conceptual. For example, ‘instructional strategies’ is not a strategy … no more than vehicle is a specific vehicle. A child’s wagon, a wheelbarrow, a half ton truck, a five ton truck are vehicles. If we used ‘vehicles’ to move gravel from point A to point B … and we calculated an effect size on vehicles … we suffer from ‘regression towards the mean’; the child’s wagon will look more powerful than it is (a higher effect size) and the 5 ton truck will look worse (a lower effect size). The same issue is with Cooperative Learning. Cooperative learning is a label for a belief system about how students learn; it has approximately 200 group structures that go from simple to complex (Numbered Heads to Think Pair Share to Jigsaw to Group Investigation). To provide an effect size for cooperative learning is imprecise … same problem …. regression towards the mean.

            Also, Concept Mapping (Joseph Novak’s work) is an example of an instructional strategy … he wisely does not provide an effect size for ‘graphic organizers’ — because graphic organizers is not a specific instructional method (that would included, flow charts, ranking ladders, Venn diagrams, Fishbone diagrams, Mind Maps and Concept Maps).

            For a ‘drug’ example, imagine calculating the effect size for 10 mg, 50 mg., 100 mg., and 150 mg of that drug … then averaging them to tell people that this ‘pain medicine’ has an effect size of say .58. Clearly, that is imprecise. cheers, bbb

    • Erica Musselwhite says:

      I am looking at this graph and am curious as to what age group this study was done on when it comes to education.

    • Ann Cerv says:

      Very interesting looking at the things that you do in your classroom that you feel are really getting the ideas across well, and finding out that you may be missing a big chuck of your class just by the way you are presenting material to them!

  2. Matt Lottes says:

    Hi,

    I’ve been reading a book called Spark, by John Ratey. In it, he argues that cardio exercise has a large influence on student success. Does anyone know where this might fit into Hattie’s effects, or any related studies?

  3. Graeme Miller says:

    I note that peer tutoring has a 0.55 effect but mentoring which Hattie states is a form of peer tutoring has a 0.15 effect. How can there be this level of difference? One could assume from this that mentoring is not a particularly worthwhile investment but there would be few people who have achieved eminence in their fields who were not heavily influenced by a mentor.

    • Mike says:

      “Peer mentoring” is a specific kind of program. Likewise, I’m guessing Hattie’s “mentoring” isn’t what you have in mind. If you look at mentoring programs, it’s not like having a single brilliant individual who intimately guides you throughout a period of life. This is very hard to do well in the broader school system. You need way too many mentors to be practical, not to mention paying them and matching them up. Also, not all students respond well. Great people have generally relied on and responded to mentors in their development. But try fixing up a typical student with a typical mentor, and you’ll see it hard to predict the outcome.

  4. Daniel Reeders says:

    Hello, I am about to buy the book but I wondered if someone could just quickly fill me in here on what statistic is being used to represent the effect size, e.g. r or r^2 or z? Thanks.

    • Sebastian Waack says:

      Hello Daniel,
      Hattie uses Cohen’s d to represent the effect size. Cohen’s d is defined as the difference between two means divided by a standard deviation of the pooled groups or of the control group alone.
      Cheers, Sebastian

      • Mark Smith says:

        So in a group with a large standard deviation (e.g wide range of abilities) the effect size for the same improvement in mean always looks smaller than a group with a smaller standard deviation (lower range of abilities)? Hardly seems a valid tool for comparison..

        • Sebastian Waack says:

          Hello Mark,
          effect size d isn’t a perfect measure (that doesn’t exist) but it’s a good and practical approach to compare different sample sizes. Moreover, taking into account the standard deviation helps to better interpret mean differences. Taking your example of a large standard deviation before the intervention (e.g. wide range of abilities): imagine an intervention that results in only a small mean difference. Maybe your intervention has a large effect size d if you manage to bring the group of learners together and lower the standard deviation.

  5. Brad says:

    OK. I am not a statistician but I have some questions about Hattie’s explanation as to how publication bias does not affect his results. You can find the questions here:
    https://sites.google.com/a/lsnepal.com/hattie-funnel-plot/

  6. Dr John Reddington Ph.D, MAPS says:

    Comprehensive school entry screening is not specifically mentioned
    by Prof. John Hattie. However certain elements are:
    Feedback, Evaluation, Classroom Behaviour, Interventions for
    the Learning Disabled, Prior Achievement, Home Environment, Early Intervention, Parent Involvement, Preterm Birth Weight, Reducing Anxiety, SES. But others are missing eg. The division of Behaviour into Internal and External, the effects of below average Speech-Language level, Resilience, etc.
    The validity of the 20 years research on Parent, Teacher and Child-based school entry screening is contained in Reddington & Wheeldon (2009)which can be sent to Prof. Hattie (also presented at the International Conference on Applied Psychology, Paris, July, 2014).
    Prof. Hattie’s hierarchies are an extremely helpful guide, and checklist, against which to compare the Parent, Teacher and Child based items of the school entry screening system.

  7. Kunal Chawla says:

    I purchased the Visible Learning book and appreciate the ranking and effect sizes.

    Although, there isnt a place anywhere in the book where the intervention labels are explained in detail.

    For instance, what does Piagetian programs mean; what do creativity programs entail; how are repeated reading programs executed?

    Is there a way I can find out more information on what the labels mean to John Hattie?

      • Mark says:

        The explanation in this link is backed up with another link – that second link is to an abstract about a study that compared Piagettian test with IQ tests so see was the better predictor of school performance. It is not very surprising that Piagetian tests were better predictors (since these correspond to school tasks more closely than those of IQ tests).
        The main problem for me is that the study does not deal with ‘Piagetian programs’ (sic) just a test. I am struggling to find an endorsement of ‘Piagetian programs’, though I can find plenty of studies that points out gaps in Piaget’s approach – including Piaget’s own admission (late in life, but all the more creditworthy to acknowledge at that stage) that he was wrong about language being secondary to learning.
        Where are these studies that show strong effect sizes for Piagetian programmes?

  8. Kendra Henry says:

    Hi Mr. Hattie,
    How was your ranking calculated mathematically?

    Do you use the data from visible learning to make your calculations?

    Would you take video submissions to run through your visible learning process complete with transcripts and data analysis?

    Is there a charge for visible learning?

    How long does it take to get feedback?

    I’m fascinated by the idea that you are quantifying teaching strategies and want to better understand the process.

    Thanks,
    Kendra Henry

  9. Kendra Henry says:

    Hi Mr. Hattie,
    Is it possible to get access to your powerpoint?
    Thanks,
    Kendra Henry

  10. Chuck Bennett says:

    Is there an explanation, on your site, of the new top two effects? Teacher estimates of achievement and Collective Teacher Efficacy?

  11. Chuck Bennett says:

    Well, I (stupidly) rented a Kindle version of the VL for Teachers that your link led me to on Amazon. I am trying to learn precisely what is meant by the new top two effects. I didn’t notice that it was the 2012 version, which I already own. (Old eyes shouldn’t buy books on a smartphone, I suppose.)

    If the 2012 list was the Gold Standard of effect sizes, how is it that the 2015 list is topped by two brand-new effects?

    • Sebastian Waack says:

      Dear Chuck,
      Thanks for your comment! I also think about these two brand new effects since I have visualized the new list. Unfortunately John Hattie gives little detail in his paper from 2015. I found this a short introduction video “Collective teacher efficacy” helpful: https://www.youtube.com/watch?v=FUfEWZGLFZE. And I think this is one of the meta-analysis Hattie relates to: Eels (2011): “Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achivement” http://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss
      Best regards, Sebastian

      • Eric Jensen says:

        Sebastian

        Question on one of the top effect sizes…

        I looked up and read the dissertation by Jenni Anne Marie Donohoo on Collective Efficacy.

        There is zero mention anywhere in the paper about any effect size over 0.63. Can you find out how Hattie (or anyone) got the 1.57 effect size on collective efficacy?

        Thanks

  12. Timothy Stapleton says:

    It is great to be reading about research from the horses mouth and linking to the practices of our school which our strongly influenced by Hattie

  13. Leo Sutrisno says:

    I’m just wondering way diagnotic and remediation programs to overcome students’weaknesses on science concepts and other diciplines has not been included this review. I have working in this area since 1990. one of this work was appears in may Ph D thesis at Monash, 1990. ‘Remediation of weaknesses in physiscs concencepts’.

    Regards

  14. JJ says:

    Did I miss ‘focus’? To those of us ‘on the front lines’ one of the most important variables in learning is Focus/lack thereof. Add the co-morbidity of anxiety and depression, it effects that student-teacher relationship, contributes to the lack of retention and big picture learning. Focus, and it’s deficit, will impact not only the student, but the home, the school, the curricula, the teacher, and learning approaches..sigh…

  15. Kevin says:

    Thanks for the diagram Sebastian – what are these effects influencing specifically? It says “learning outcomes” at the start – is there anywhere that the specific learning outcomes are listed, along with how they are objectively measured?

    Kind regards,
    Kevin

  16. Simon Bérubé says:

    Hi there!
    What’s mean classroom behavior ? What’s the definition of this concept ?
    I’m looking forward to see your explanation.

    Have a good day!

  17. richard guidone says:

    Is there somewhere where I can look to see just what topics are included under each heading for effect size? For instance, where would ‘memorization’ as an effect fall under?

  18. Joe V says:

    I have been a Hattie follower since 2009 and really believe in his research. My question is, does anyone know why the 2015 list of 195 influences is not published in later books (i.e. Teaching Literacy in the VL Classroom, 2017)?

  19. Wei Cheng says:

    How can we get the 1400 meta-analyses list?

  20. Eric Caron says:

    Hello !!! Where can I find the descriptions of all 195 influences with good and bad examples ?? So I can read about good parctrice and bad practice, something very practicle !!! Thx

  21. Hi there – very interested in all of this – however Differentiation, doesn’t seem to appear…..what am I missing here?
    Thanks
    Martin

  22. Lee says:

    A question about the effect of a larger, maybe more conceptual, item: academic standards. That doesn’t seem to be on the list, but “Teacher Efficacy,” “Teacher Credibility,” and “teacher Clarity” do appear. So should one assume that clear academic performance expectations are woven into other contributors/factors?

    Also, “Subject Matter Knowledge” is rather low on the list – but I’ve read numerous articles/attended many conferences where they discuss the importance of teachers being subject matter experts

    Thoughts?

  23. Tom says:

    What is number 141 (July 4, 1900)?

  24. M. O. Buzz Williams says:

    The teaching and learning variables are numerous and often amazing! “Hats off to Hattie” for diving deep into what makes us all tick. The uniqueness of each student and all of the influences that abound in each student’s life is often overwhelming. Prayer and a conscientious professional learning committee (PLC) is a great place to start for the benefit of each student. I’m grateful for your help and perseverance to provide us with valuable research. I would like to see the old PTA (Parent & Teachers Association) revitalized. Active stakeholders are needed in the learning process in my view.

  25. Judi Donroe says:

    Hello: I am a reading consultant organizing a class for students reading two or more years below grade level. I believe the teaching of specific strategies: summarizing, main idea, theme, elements of a story, highlighting, skimming/scanning, are essential but I would like to see Haddie’s scale on the efficacy of teaching specific skills such as these to the middle schooler (ages 13-15, grades 7 and 8). Please advise as to where to find them (of course, I know where summarizing is on the scale..but others…)

  26. Emma De Heaume says:

    I am working on my Masters of Education and am interested in including Hattie’s studies in my research. Can you tell me how come I can’t find this particular research in any peer reviewed journals?
    I’d love to analyse his study and thoroughly read his methods for research. It seems suspicious that I can only view his study by purchasing his book.

  27. KJ says:

    I have been trying to find research on the effect size of two current trends in elementary classrooms: Flexible Seating and Blended Learning. Has Hattie, or anyone, gathered data on either of these?

197 other websites write about for "Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement"
  1. […] can see the full rankings here, with the teaching effects separated out here. If you haven’t seen this data already, you […]

  2. […] of this articulation is worthless unless it has a positive impact on student learning. According to Hattie’s Visible Learning meta-analyses, integrated curriculum has an impact of only d=0.39 (average). However, professional development […]

  3. […] Hattie Ranking: Influences And Effect Sizes Related To Student Achievement | VISIBLE LEARNING […]

  4. […] Öğrenme metotlarının etki büyüklüğüne göre sıralaması […]

  5. […] is the decisive factor in child development – all of the evidence, from PISA to meta-studies by the likes of John Hattie, points this way. Yet, as Claxton et al. point out, instead of “pursuing an enlightened approach […]

  6. […] maintain ‘standards’ (and as a result, open inquiry as curriculum ranks pretty low on Hattie’s impacts). However, if we focus only on the content, insisting that to be successful all students must meet […]

  7. […] what does Hattie’s meta-analysis say about feedback, micro-teaching, formative evaluation, etc? They are amongst the top approaches […]

  8. […] process more compelling Providing environments/ opportunity for ongoing learning Crucial – effect sizes Challenge: staff development days Building common understandings More considered thinking, […]

  9. […] to Hattie, feedback is one of the top 10 influences on student […]

  10. […] Hattie effect size list of 138 influences across all areas related to student achievement.  […]

  11. […] 138 Influences Related To Achievement – Hattie effect size list […]

  12. […] The work of John Hattie (above) suggests that feedback (with an effect size of 0.73) is well within ‘the zone of desired effects’ i.e. it makes a significant difference to student learning.  If you want to read more about Hattie’s work and ‘effect sizes’ there is more on this here. […]

  13. […] metastudie av metastudiene – Visible Learning rangerer for eksempel ”teacher training” og ”teacher subject matter knowledge” nær bunnen […]

  14. […] savoir davantage sur ses travaux et j’ai été particulièrement impressionné par le « Hattie Ranking », une façon de classifier les différentes influences selon leur niveau […]

  15. […] smaller studies and tried to answer one question: what works in education? Hattie came up with a list of things that drive students’ performance. Turns out that a bunch of them are ultimately […]

  16. […] werden und ergeben so das ‘Hattie-Ranking’. Alle Effektstärken haben einprägsame (englische) Bezeichnungen – das macht es jedoch auch notwendig, genauer hinzusehen, da […]

  17. […] article here where you will find an overview of the Hattie effect size list that contains 138 influences and […]

  18. […] that work, but a measured accounting of which of these work significantly better than most. Among the top ten, at the far end of the statistical curve, feedback – meaning feedback to the teacher – appears. […]

  19. […] we were surprised to discover that ‘students own expectations’ ranked number one on Hattie’s 138 influences relating to achievement. As future educators it is important for us to first understand what this means for our students […]

  20. […] de lues, je n’allais pas ajouter Hattie à la liste… Cela dit, j’étais fort intriguée par l’échelle des 138 influences reliées aux réussites des élèves. En effet, cette nomenclature m’apparaissait s’inscrire dans la recherche de concepts-clés […]

  21. […] Hattie Ranking: Influences and Effect Sizes Related To Student Achievement […]

  22. […] one the most powerful things teachers can provide for students in classrooms is formative feedback. John Hattie’s meta-analysis of educational research places feedback at the top of the instructional hierarchy (0.73 effect size […]

  23. […] also ridiculous. Some of the most effective teacher-influenced instructional strategies included in John Hattie’s research would suggest that “discovering” concepts isn’t always the best way to go. […]

  24. […] of 15 years’ work. The effect sizes Hattie found for various educational factors are ranked here. Kirschner, Sweller and Clark’s 2006 paper Why Minimal Guidance During Instruction Does Not […]

  25. […] instruction, providing quality feedback to teachers, focusing our efforts on strategies that work (Hattie’s work), sustaining this improvement work over time (years), ensuring the parents are informed and […]

  26. […] is formative assessment important? John Hattie’s work Visible Learning details 138 factors that influence student learning, and among them, formative assessment, or “formative evaluation” as he terms it, has […]

  27. […] an analysis of over 800 meta-analyses of classroom strategies, Dr. John Hattie identifies over 130 factors that yield learning results.  Looking at his list, the most effective factors involve the kind of structure and feedback the […]

  28. […] John Hattie’s research and the effect sizes. (10 […]

  29. […] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]

  30. […] Nobody wants to be that teacher – the one who assigns a massive packet of busy work, due the first day back to school, but it is evident that extended vacations result in a reversal of some learning.  This loss of learning increases with grade level, so at the ages we are trying to maximise the use of high-impact teaching and learning strategies, we run the risk of much of that work being undone by Summertime Subsidence (d=-0.02). […]

  31. […] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]

  32. […] A: The excellent John Hattie has developed the 138 achievement influencers. Hattie ranked these influencers according to their learning outcome effect size. The average […]

  33. […] the 138 learning influencers from the six areas that contribute to learning (student, home, school, curricula, teacher, teaching […]

  34. […] This is sound theory and although negative beliefs about disadvantaged students may be subconscious, they are still incredibly damaging to students’ self-concept and their outcomes. In addition, Hattie’s Visible Learning notes that the teacher-student relationship is a significant factor in student achievement, with an effect size of… […]

  35. […] jaar een artikel, naar aanleiding van de Learning Tomorrow week. Hij refereert in dit stuk aan de meta-studie van John Hattie en stelt dat docenten onvoldoende geëquipeerd zijn om te bepalen wat wel of niet effectief is. […]

  36. […] detter er kun udvalgte punkter og John Hatties oprindelige liste indeholder mange flere områder. Da flere af lige disse netop er den læring, som indarbejdes i den […]

  37. […] can inform practice and practice can inform research. With this in mind and my recent readings of John Hattie (2014), I am keen to explore some of his project’s findings during my reflective practice. I am not […]

  38. […] 16 000 studies) into a list that is both affirming and at times surprising. You can view his list here. (Note where acceleration appears.) Make sure you read the preamble regarding what Hattie would […]

  39. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa), como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  40. […] Current research suggests that getting feedback right, establishing productive teacher-student relationships, reciprocal teaching and fostering meta-cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved outcomes. From this perspective, the first step for any technology based intervention, such as a 1-to-1 strategy, really ought to be ensure that it can support these and other strategies that have been shown to improve student outcomes. […]

  41. […] goal-set and then search for evidence of meeting goals and criteria in subsequent pieces of work. Students as self-assessors = huge impact on learning and achievement! Anne Davies’ examples of co-constructing criteria reminded me of the agency and importance of […]

  42. […] Waack, S. (n.d.). Hattie Ranking: Influences And Effect Sizes Related To Student Achievement. Retrieved from Visible Learning: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  43. […] is a hot topic; it garners much attention and researchers such as Hattie seem to indicate that improving questioning can have a positive impact on student progress.  Tom […]

  44. […] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]

  45. […] for example, class size doesn’t matter, but micro-teaching and feedback does (you can find a brief summary on this site). The most powerful predictor of success is students’ expectation of themselves. So, if you […]

  46. […] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]

  47. […] I had the opportunity to meet with a small cohort of new teachers and a veteran, henceforth Ms. A (not her real name), who was implementing AFL during my first year in district. She shared her experiences in preparing students for this shift in assessing and grading, as well as how she had to modify her teaching. One of the biggest takeaways from my year with Ms. A had to do with assessments, particularly how to “grade” them. Gone were the days of tabulating points. In came written feedback. I’m not talking about “Nice job!” or “There is an error here.” Descriptive feedback is an extension of scaffolding. Its intent is to guide a student and provide support to help them realize their error, ultimately to learn from and correct it. John Hattie reports that, with an effect size of 0.73, feedback is among the top-10 things that strongly influences student achievement. […]

  48. […] is critically important – it’s right at the top of Hattie’s list of effects (here, here and […]

  49. […] top ten teaching strategies that work. Hattie’s research indicates the supreme importance of clear feedback, measurable achievement, and meaningful formative evaluation. Further, John Dunlosky’s review of the evidence identifies retrieval practice as profoundly […]

  50. […] at 150 of them and put on one scale, the effect on student achievement of these. The full chart is here. An effect size of 0.40 on his scale is what educators should expect and aim for when trying to […]

  51. […] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de métanalyse de la vaste étude menée par Hattie, le genre n’a pas n’impact statistique significatif sur la réussite scolaire. De plus, […]

  52. […] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de la vaste étude menée par Hattie (synthèse de 800 méta-analyses), le genre des élèves n’a pas n’impact significatif sur la réussite scolaire. Selon le […]

  53. […] in his book Visible Learning for Teachers, shows that there is a limited correlation between class size and student achievement. One thing we don’t pretend is that a teacher’s job is so much more than a focus on student […]

  54. […] in trying to summarise ‘what works’, like the EEF toolkit or Hattie’s Visible Learning, are the starting point rather than the final word in discussions about school improvement or […]

  55. […] His studies in effect sizes relate to how much impact something has on a learner. For example according to his studies “self report grades” are a highly effective teaching tool where as “mobility”  has no impact.    For more information click –> John Hattie […]

  56. […] J., (2014). 138 Influences Related To Achievement – Hattie effect size list. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You […]

  57. […] cited John Hattie’s work analyzing the effect of 138 influences on student achievement. Homework, class size, gender and motivation are some of the influencers on the list. But according […]

  58. […] me semble pédagogiquement efficace, comme en témoigne le classement de Hattie (« Hattie Ranking: Influences And Effect Sizes Related To Student Achievement » : « self-reported […]

  59. […] influence student achievement. The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement. While his work has been criticized in some corners, we can still draw a lot from it and it is a […]

  60. […] examine what makes a difference in education, laptops, and other technology, come way down the ranks. Some educationalists go as far as to describe the use of computers in schools as distractions, […]

  61. […] to take ownership of their learning. Using these principles or other meta studies from the work of John Hattie, could help focus the use of technology and integration efforts in […]

  62. […] enough, teacher subject matter knowledge has been shown to make little difference by John Hattie‘s big data crunch (Despite how others might feel). This also seemed to be the case in Sugata […]

  63. […] “where you want to be.” An emphasis should also be placed on practices that possess significant effect sizes related to student […]

  64. […] par John Hattie, la supériorité nette du Problem solving teaching sur le Problem based learning http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ ainsi que Hattie and Yates, Visible Learning and the Science of How we learn », Routledge, London […]

  65. […] self-assessment on student learning.  Many of us are familiar with the meta-analysis work of John Hattie looking at structures that impact student learning.  At the top of the list is Student […]

  66. […] has identified 138 influences on student achievement and ranked them by degree of effectiveness. Here’s his top […]

  67. […] a identifié 138 facteurs de réussite scolaire et les a classés par degré d’efficacité. Voici son top […]

  68. […] is the biggest single negative impact on student attainment that he found (the full list is at http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/). As all International Schools know, mobility is often unavoidable, and schools such as ours plan […]

  69. […] (5) Voir par exemple le classement établi par John Hattie qui relègue les pédagogies axées sur la découverte ou le jeu bien loin derrière http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  70. […] since I first learned about John Hattie’s Visible Learning, I frequently check this website when I want to know something’s “effect size.” (Hattie conducted a meta-analysis of […]

  71. […] freely available to teachers that can enhance feedback (The Education Endowment Foundation and Hattie have research to suggest this has a significantly positive impact on learning. For balance you may […]

  72. […] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n'évoque des questions technologiques). L'apport des technologies dans l'éducation demeure […]

  73. […] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n’évoque des questions technologiques). L’apport des technologies dans […]

  74. […] and scientists have collected a lot of data over the last decade on how students learn and how teachers can teach more effectively and address the sense of helpless students can feel […]

  75. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  76. […] Interdisciplinaire. Gestion de classe. Motivation. Ressources générales. Différenciation. Thématique. 138 Influences Related To Achievement – Hattie effect size list. […]

  77. […] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]

  78. […] Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“.  This created a lot of “ah-ha” moments among the team in realizing which ideas […]

  79. […] Questioning allows you to: Check learningStretch learningSupport learning What follows are some approaches to maximise your questioning technique so that you can avoid the tumbleweed that blows past as you ask a question to a whole room of learners. Selecting Students It’s important to ensure that questions are spread across the room. AfL in Vocational Learning. T&L Assessment for Learning Tools. 5 AfL Techniques. The Muddiest Point. Formative Assessment. Dylan William Assessment for Learning. 138 Influences Related To Achievement – Hattie effect size list. […]

  80. […] Bók John Hattie: Visible Learning sem kom út 2009 hefur verið kölluð Hinn helgi kaleikur menntamála.  Hattie hefur skilgreint 138 atriði sem hafa áhrif á námsárangur nemenda, þau má sjá hér […]

  81. […] forget that there are a large number of stock markets around the globe and a wide range of other influences on student achievement that we may not even be aware […]

  82. […] Influences and effect sizes related to student achievement (diagram). Retrieved 24 March 2016 from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ 3. Marzano, R.J. (2007). The art and science of teaching. Virginia: ASCD 4. “In the past, […]

  83. […] Hattie Ranking: Influences & Effect Sizes on Student Achievement […]

  84. […] feedback is well known to be one of the most impactful influences on student learning. We all know the extrinsic motivators that drive students (i.e. marks), so […]

  85. […] our last staff meeting we were looking at some of John Hattie’s work from Visible Learning. Of course some of the rankings surprised us–how could it be that class size isn’t that […]

  86. […] had also not come across John Hattie before and so effect sizes were used as a conversation starter. Warnings were given about how reliable his research might be […]

  87. […] the Lead Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“.  This created a lot of “ah-ha” moments among the team in realizing which ideas should take […]

  88. […] John Hattie segja að hafi mest áhrif á námsárangur nemenda, en Hattie hefur skilgreint 138 áhrifaþætti sem stýra námsárangri . Þar trónir í fyrsta sæti „self-report grades“. Í þessu myndbandi þar sem Hattie […]

  89. […] matter for children’s outcomes; they must be skilled and supported to meet the learning needs of all the children they […]

  90. […] of influences relative to this ‘hinge point’, in order to find an answer to the question ‘What works best in […]

  91. […] Hattie – Various Influences related to learning and achievement according to their effect size. […]

  92. […] Гораздо более подробная таблица с описанием 195 факторов представлена на сайте исследования  […]

  93. […] out in quite clear terms what does and doesn’t work, based on an enormous meta-analysis. The Hattie Scale shows that tech rates quite low. Meaningful teacher-student interaction, on the other hand, fills […]

  94. […] If you had asked me before reading, I would have placed it as an important contributor, but it surprised me that it topped just about everything else on the list of effect sizes (although, Hattie’s latest book puts two new impacters just above it you can find that here). […]

  95. […] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]

  96. […] it comes to high-yield classroom strategies, it seems that reflective processes pack the most punch.  Analyzing work and really thinking about your thinking is powerful stuff for all learners. […]

  97. […] Hattie’s research over the past few decades has provided educators with some tremendous insight on what truly impacts […]

  98. […] data and follow through conversations to give teachers objective feedback regarding their teaching, Visible Learning and Teaching and student engagement. Many hours were spent discussing classroom observations and follow through […]

  99. […] utilization of high yield strategies. The observation tools were tightly aligned with indicators of high-yield instructional strategies and allow principals to provide immediate, data-driven, focused instructional feedback to teachers […]

  100. […] Task 3:  Expect a year’s worth of progress – Expectations are one of the greatest influences on learning and achievement […]

  101. […] in advisory but also inside the classrooms, can be seen in John Hattie’s newest research  Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement.  Teacher/student relationship has high impact on student learning. If we unpack teacher/student […]

  102. […] At our place, the talk this year is a lot about “alignment and congruence” –setting goals together, working collaboratively, keeping things consistent, moving forward as a learning community. As a leadership team, one of our aims is for all of the stakeholders to be “rowing the boat in the same direction” and we are working hard to develop actions that will enable this to happen. Over the years, two sets of research have impacted my beliefs and consequently my actions, around this issue. The first  is the work of Prof John Hattie from my own home country of New Zealand. His meta-analysis of research http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  103. […] understand poverty and work to change mindsets (both theirs and their students) can be one, if not the biggest factor in making a […]

  104. […] Hattie, director of the Melbourne Educational Research Institute, synthesized more than 800 meta-studies covering more than 80 million students to figure out what specific factors are linked to better […]

  105. […] a man who has examined and ranked an exhaustive amount of education research effects, he still boils it down to this: build the habit of knowing your own impact, rather than just […]

  106. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  107. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  108. […] z nauczycielem oraz z metodami uczenia). Bardziej zainteresowanych odsyłam do stron internetowych (http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/) i do książek Hattiego „Visible learning” oraz „Visible learning for […]

  109. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  110. […] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]

  111. […] of edu research, and resultant ‘league table of all things edu amazing’ published in Visible Learning, is quite polarising – some people believe it’s the most important contribution to […]

  112. […] during a portion of your lesson, or asking the class to “please, be quiet”. We’ve read the research, by Hattie, supporting, “students who talk learn”, what are we doing to students if we are not engaging them in […]

  113. […] Premium’, constituted such labelling. More difficult for some of us, we also debated whether setting students by ability engenders a fixed mindset, both in the students who found themselves in lower sets, and in the […]

  114. […] Drs. John Hattie and Robert Marzano have both published works that show significant increases in student achievement by measure of effect size and percentile scores as a result of providing learners with meaninful […]

  115. […] Hattie, J. (2015) Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement URL: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  116. […] también dentro de las aulas, puede apreciarse en la investigación más reciente de John Hattie Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. La relación docente/alumno tiene alto impacto en el aprendizaje de los alumnos. Si desentrañamos […]

  117. […] ‘ En er is wel wat af te dingen op de roep om dienend leiderschap in het hoger onderwijs. De meta-analyse van John Hattie, onderwijsprofessor aan de University of Auckland, over wat wel en niet werkt in het onderwijs is […]

  118. […] If you’re having a hard time making sense of it all, you should look at this meta-analysis by John Hattie. […]

  119. […] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]

  120. […] on Live Time Assessment. He and Craig Davis were so motivated by John Hattie’s work on the 195 influences on student achievement, and the particular finding of the powerful influence of feedback on enhancing student achievement, […]

  121. […] the surface and the content, you’ve got nothing to inquire about. […] The reason it comes out very low on the chart is because most teachers introduce it far too […]

  122. […] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement, Visible Learning website, seen on January 28th, 2017. […]

  123. […] activity in John Hattie’s effect sizes for student achievement does not rank highly. Neither does Sports Particpation in the EEF Toolkit’s list of […]

  124. […] The basic idea is that all (or most) reforms do have some positive effect (some do not). However, not all reforms are equal in effect size, and so should be […]

  125. […] Assuming a proposed intervention involves students doing virtually anything more cognitively challenging than passively listening to lecturing-as-usual (the typical straw man control in education research), then a researcher is very likely to find a positive difference as long as the sample size is large enough. Showing that an educational intervention has a positive effect is quite a feeble hurdle to overcome. It isn’t at all shocking, therefore, that in education almost everything seems to work. […]

  126. […] des résultats plutôt médiocres en comparaison d’autres stratégies d’enseignement (Voir la mega analyse de Hattie à ce […]

  127. […] effect size list – 195 Influences Related To Achievement . Retrieved November 09, 2016, from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Hill, J. D., H., & Miller, K. B. (2013). Classroom Instruction that Works with English Language […]

  128. […] metodologie e particolari setting educativi. Il ricercatore neozelandese John Hattie (v. il suo ranking) ne ha misurate ben 195 nella sua ricerca quantitativa sui fattori che influenzano gli esiti degli […]

  129. […] number that’s supposed to tell you what works and what doesn’t. Whatever. Anyway, Hattie ranks about 1,000 different factors that contribute or don’t to academic achievement. At the very bottom of his list is depression, with an effect size of negative .42, which is really […]

  130. […] result of great teaching and student-centered learning environments. We know from John Hattie and his work in Visible Learning that a teacher is one of the most important factors when it comes to student outcomes. Michael […]

  131. […] is a big deal for teaching and learning though I’m struggling to find the effect size on the visible learning website (John […]

  132. […] higher achievement. Teacher-student relationships have an effect size of .0.72, where 0.40 is the hinge point of one years’ academic growth, according the meta-analysis of research by John Hattie in his […]

  133. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  134. […] says about impact and effect. Online and digital tools, for example, rank very low on his list of 195 Influences And Effect Sized Related to Student Achievement. How online learning tools are facilitated by educators still matters most to student success. I […]

  135. […] Hattie’s Relative Influences – “Teacher Estimates of Achievement” are at the top! And remember, you have to […]

  136. […] John Hattie’s research-based ranking of best practices in education give homework an effect si… […]

  137. […] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement [Visible Learning.Org… […]

  138. […] dos estudos mais abrangentes sobre fatores que influenciam positivamente a aprendizagem foi desenvolvido pelo pesquisador John Hattie, que analisou mais de 50.000 pesquisas envolvendo 80 milhões de estudantes. Publicado […]

  139. […] John Hattie defines the “hinge point” of learning to be at about a .40 and is where he defines about a year’s growth for a student.  To view Hattie’s effect size chart, you can go here. […]

  140. […] anything above a measurement of 0.4 is showing proof it is effective. There is a list attached here List of Effective Practice which I found fascinating looking at all the things people have said in the past they thought would […]

  141. […] I think the issues discussed pre-date our current era; however, they have been exacerbated by technological change. The underlying issue, which he tackles, is the emphasis on learning to pass, or short-term knowledge. He promotes education through portfolio and people. Watson is particularly cynical about MOOCs and CoOLs which contradicts the research that people and relationships are what make the biggest difference to learning. […]

  142. […] continues to rank the “195 Influences And Effect Sizes Related To Student Achievement” without acknowledging the concerns raised by statisticians. After reading the latest paper which […]

  143. […] betekent dit volgens mij bijvoorbeeld dat de ranking in Hattie’s ranking er ook heel anders zou kunnen […]

  144. […] klassengrootte, je geslacht en natuurlijk je motivatie.  Onderwijsonderzoeker John Hatty heeft er 138 op een rijtje gezet. Leer die factoren herkennen. Bovendien, je zit niet je hele leven op school. […]

  145. […] progress, in daily sessions over two and a half months. John Hattie, in his mega-meta-analysis, has suggested that the average effect size of an educational intervention is about 0.4, and argues that we […]

  146. […] group instruction is a researched-based strategy that John Hattie states in his book, Visible Learning has a d. = 0.44 effect size. When master teachers use it effectively, it is a highly valuable […]

  147. […] particularly those from disadvantaged backgrounds (Some examples: Project Follow Through, hattie effects, and reading research). The reason for this is obvious. The teacher is the most powerful influence […]

  148. […] incidental, initial phonics and rebadged “Balanced Literacy”), a methodology for which John Hattie’s meta-research calculated an effect size of 0.06, i.e. it is not very effective. Credible […]

  149. […] 1,200 studies and ranked various strategies according to their influence on student achievement. Hattie ranks “cooperative learning”—studying in groups, participating in discussions, […]

  150. […] stand, or fall on the merits of their research base. Utilizing John Hattie‘s ground-breaking Visible Learning research, educators embracing researchED will, over time, be far more inclined to assess teaching methods in […]

  151. […] principal always tells us the Hattie effect size of strategies she offers, so when I saw that John Hattie was one of the authors of this book, I […]

  152. […] long time to show up in real classrooms. It could also be one reason John Hattie’s work and book, Visible Learning, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes […]

  153. […] Even if you worked purely on the fact that all students were ensured a consistent diet of modelling, questioning, checking, practice and assessment, planned in a shorter space of time and delivered by a less stressed, more focused and confident teacher, collaborative planning can’t be argued against. Just look at Hattie’s effect size if you don’t believe me. […]

  154. […] and set goals in areas that will have the greatest impact. These influences were rated using an effect size, with a .40 effect size having the potential to stimulate a year’s […]

  155. […] La relación de factores estudiados por Hattie y publicado en diversos años, ha ido creciendo hasta los 250 que acaban de publicarse en 2017 (Una imagen interactiva de efectos anteriores puedes verla desde aquí). […]

  156. […] students are given areas they can improve that is actionable.  We also know from John Hattie that feedback has one of the highest effect sizes when it comes to student […]

  157. […] has one of the highest effect sizes with students according to John Hattie's research in the book, Visible Learning. With an effect size of 0.40, it is ranked as one of the most effective interventions teachers can […]

  158. […] away, celebrate their success, and place them in a position of digital leadership. According to John Hattie, of Visible Learning, teacher credibility has an effect size of .90, and peer tutoring an effect […]

  159. […] afford students the opportunity to own their learning and serve as a resource for their peers. John Hattie indicated a .74 effect size for reciprocal […]

  160. […] Collective Teacher Efficacy which was demonstrated by John Hattie to be one of the most powerful influences in effect sizes related to student achievement. I would love to hear ideas from other schools about how you support teacher agency and promote […]

  161. […] Hattie’s meta-meta-analyses have shown DI to be quite effective. This Hattie website, for example, shows an effect size of 0.60. (For Problem based learning, it’s […]

  162. […] rank this intervention strategy 6th in terms of its impact out of the 138 different interventions that John Hattie tested. It is also double the average effect size (0.40) from Hattie’s research. […]

  163. […] Note: Hattie shows that classroom discussion has an effect size of .82 on student performance! .8 is considered a large effect i.e. that 79% of students engaged in classroom discussion would do better than a group of students that didn’t https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  164. […] post specifically contrasted the benefits of DI with the perils Inquiry Learning. Specifically, Hattie finds Inquiry Learning to be largely […]

  165. […] clarity, described below as one of John Hattie’s influences on student achievement, implies visibility of learning intentions.  Visibility of learning intentions goes hand in hand […]

  166. […] more data and presents various organizations of the list to help educators better understand Hattie’s 2018 updated list of factors related to achievement; a 2017 spreadsheet allows users to sort by influence, aspect, factor and effect size; a list can […]

  167. […] latest research from Dr. Bill Daggett and John Hattie both state the effect size of the efficacy of relationships in schools is tremendous. Dr. Daggett […]

  168. […] illustrate this point clearly, consider how technology and teachers stack up on John Hattie’s rankings. Hattie synthesized the results of nearly 1,200 meta-analysis studies to compare various influences […]

  169. […] part of developing teacher efficacy and student efficacy.  Educational researcher and thinker John Hattie ranks both teacher and student (self) efficacy among the most effective and influential factors […]

  170. […] Hattie describes collective teacher efficacy as having the greatest influence on student achievement.  “Collective Teacher Efficacy is the […]

  171. […] another camp, however, are the followers of New Zealand author and professor John Hattie, who analyzed the results of more than 1,200 educational research publications to rank which intervention…. The effect of small class sizes is far down Hattie’s list of changes that influence student […]

  172. […] Hattie (the man behind Visual Learning) writes in EdWeek about incorrect interpretations of both his work and Carol Dweck’s work […]

  173. […] Are you a good teacher? As Dave Stuart Jr. discussed in his article about teacher credibility, that’s the question every student is asking. And the question matters. Research demonstrates that teacher credibility, with an effect size of 0.9, has a greater impact on … […]

  174. […] na verdade o primeiro, é oferecer aos alunos “clareza de objetivos de aprendizagem“. John Hattie, em seu meta estudo sobre os fatores que mais impactam a aprendizagem dos alunos, indicou o que foi […]

  175. […] to John Hattie (07:11) | Hattie’s Meta-Analyses […]

  176. […] también dentro de las aulas, puede apreciarse en la investigación más reciente de John Hattie Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. La relación docente/alumno tiene alto impacto en el aprendizaje de los alumnos. Si desentrañamos […]

  177. […] in advisory but also inside the classrooms, can be seen in John Hattie’s newest research  Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement.  Teacher/student relationship has high impact on student learning. If we unpack teacher/student […]

  178. […] to start would be John Hattie’s ranked list of influences by effect sizes. I found this list of 252 influences. It suggests that ‘Collective teacher efficacy’ is the number one influence (with an effect […]

  179. […] took available meta-analyses and meta-analyzed them! He published his original findings in a list of 252 influences on learning ranked by effect strength. The results (which he continues to refine) are at the very […]

  180. […] above that magic 0.4 number is golden. Hattie, from all of his research, has put together a comprehensive list of 252 influences and their accompanying effect sizes that you can look at. It’s pretty eye-opening, to be […]

  181. […] in student achievement—including school, teacher, and student. (For a comprehensive list, go to Hattie’s Visible Learning site.) On that list, teacher expertise is the variable that has by far the greatest positive impact—in […]

  182. […] school children, homework has a significant positive effect.  Sources such as the EEF Toolkit, Hattie’s meta analysis and Paul Kirschner all support this idea.  However, while they and others suggest homework is […]

  183. […] away, celebrate their success, and place them in a position of digital leadership. According to John Hattie, of Visible Learning, teacher credibility has an effect size of .90, and peer tutoring an effect […]

  184. […] World renown researcher John Hattie has seen CTE make so much of a difference on student achievement and outcome that he now ranks it as the number One influence on student achievement. More than two times the impact of feedback and three times more effect than classroom management. Hattie rates CTE to have an effect size of d=1.57, feedback is d=0.72 and classroom management’s effect is d=0.52. (Hattie) What does this mean, exactly? Through decades of research Hattie ranks influences related to student outcomes on a scale from very negative to very positive, with .4 being the average effect size, or hinge for most interventions. Within this context one can see how big of an effect CTE truly is. To view Hattie’s updated 2018 list of influences and their effect please click here https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

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