Sentence examples for students effects from inspiring English sources

In a randomised controlled study on heavy drinkers among college students effects were measured annually for 4 years, showing that the intervention group receiving brief motivational interviewing reported less drinking and less negative consequences of drinking also after 4 years [ 36].

Japanese female students' effect size was calculated and showed a large effect size (Cohen's d=1.21).

NW students were 1.979 times more likely to take A levels than white students (effect size =.377), all other background factors being taken into account.

While Diette and Uwaifo Oyelere (2014) consider LE student effects across gender and race, they do not examine LA student effects or heterogeneity across achievement levels.

In panel C for reading, while we find some evidence of negative LE student effects but no LA student effects for black students, the LE and LA estimates are not jointly significant which suggests this LE result is not robust and is likely spurious.21 In contrast, among white students, we find no LE student effects but some evidence of negative LA student effects.

Panel B contains estimates of LA student effects without controlling for the share of LE students in the grade.

As mentioned above, one major difference between most of the earlier papers and this study is that we focus on investigating possible LE student effects and LA student effects across gender and race.

By ordering the estimates of the time-specific student effects we obtain a measure of class rank that is purged of grade inflation.

We address potential selectivity issues using a school-by-year fixed effects model.4 We then estimate LE and LA student effects first by gender and second by race black and white students.

Applying longitudinal regression models with fixed student effects they found that having access to a home computer between grades five and eight was associated with a modest but statistically significant negative impact on students' mathematics and reading test scores.

While the results in Tables 3 and 4 suggest some negative LE student effects, consistent with Diette and Uwaifo Oyelere (2014, 2012), it is important to emphasize that these effects are not of magnitudes that will raise policy concerns.