Work ethos 0.067 Random There are systematic individual differences between learners in the (level 1 effects of work ethos on investment variation) in learning (as the fixed effect is relatively large and positive, this suggests that it is even larger for some learners and smaller for others with a negligible or negative effect – for very few). Work ethos -4.002 Random The effect of work on investment in learning is negatively correlated (level 1 with the level of investment in covariation learning. The effects of work ethos with are higher for learners with low constant) investment in learning. Secondary Personalisation (full form) as DV General comments: Most of the random variation appears to be at the learner level (319.84) with some at year level (8.38) and negligible variation at the school level. All predictors decrease goodness-of-fit (p < .05) and increase AIC if excluded from the models. Predictor Parameter Type Description Work ethos +0.445 Fixed Higher work ethos is associated with greater personalisation. Use of ICT +0.228 More opportunity to use ICT is associated with greater personalisation. P-maturity +0.100 Higher school p-maturity is associated with greater learner personalisation. Average point -1.080 Higher average academic score performance at school level is associated with lower learner personalisation. Year (linear -1.541 Personalisation decreases (on contrast on average) from Years 7 to 10 (this 7 to 10) contrasts with zero-weighted Years 11 to 13 where data is sparse).
Work ethos 0.067 Random (level 1 variation) There are systematic individual differences between learners in the effects of work ethos on investment in learning (as the fixed effect is relatively large and positive, this suggests that it is even larger for some learners and smaller for others – with a negligible or negative effect for very few). Work ethos -4.002 Random (level 1 covariation with constant) The effect of work on investment in learning is negatively correlated with the level of investment in learning. The effects of work ethos are higher for learners with low investment in learning. Secondary Personalisation (full form) as DV General comments: Most of the random variation appears to be at the learner level (319.84) with some at year level (8.38) and negligible variation at the school level. All predictors decrease goodness-of-fit (p < .05) and increase AIC if excluded from the models. Predictor Parameter Type Description Work ethos +0.445 Fixed Higher work ethos is associated with greater personalisation. Use of ICT +0.228 More opportunity to use ICT is associated with greater personalisation. P-maturity +0.100 Higher school p-maturity is associated with greater learner personalisation. Average point score -1.080 Higher average academic performance at school level is associated with lower learner personalisation. Year (linear contrast on 7 to 10) -1.541 Personalisation decreases (on average) from Years 7 to 10 (this contrasts with zero-weighted Years 11 to 13 where data is sparse).
becta_2007_Impactpersonalisinglearning_report.docx