Correlation Analysis Article Review
The study that is being assessed in this case aims at determining the characteristics of L2 teachers as predictors of student’s academic attainment. The use of regression or correlation analysis takes into focus the needs of organizations while ensuring that there is an emphasis on the assumptions required to attain a given success. The study has utilized correlation and multiple regression analysis.
The research design
The study took on a cross-sectional research design where the student’s and teachers’ scores were adopted at one point in time to help present an understanding of whether the teacher’s characteristics can predict student academic attainment. This research design was appropriate considering the research problem that was being considered and the procedure of the study (Akbari & Allvar, 2010).
Why did the author use correlation and bivariate regression?
The authors used correlation analysis because the research sought to explore the relationship between a teacher’s traits and student achievement. Investigating the relationship between two continuous variables can be effectively attained using correlation analysis, which helps understand the direction and strength of the relationship between the variables that are investigated (Gogtay, & Thatte, 2017). The specific teacher traits that were being investigated include teacher’s degree of reflectivity, sense of efficacy, and teaching style.
Do you think it’s the most appropriate choice? Why or why not?
The use of correlation analysis was the most appropriate choice to make in this case. This is because the researcher is investigating the relationship between two variables. When assessing the underlying assumptions of a correlation analysis, the two variables being correlated must be measured on a continuous ratio or interval scale (Gogtay, & Thatte, 2017). Teacher’s traits and student achievement are continuous variables.
Did the authors display the data?
The authors did not display the collected data or provide a link to the data source. This makes it difficult to decide on whether the data collected was accurate and provided a better understanding of the research issue that was being investigated. However, the authors, through results presentation, have provided analysis tables that help in understanding that the approach utilized was successfully executed.
Do the results stand alone? Why or why not?
The results obtained in the analysis showed that all of the variables investigated showed a strong correlation with student accomplishment except the teacher’s interpersonal rapport, which showed a weak positive correlation. These results do not stand alone, considering the existing literature, which shows that teachers have a significant influence on student performance. Caprara et al. (2006) found that teacher’s self-efficacy was a significant predictor of student academic attainment, which is similar to the findings obtained in this study. Gehlbach et al. (2016) also stressed that the relationship between a teacher and students is instrumental in guiding an improved level of academic success.
Did the authors report effect size? If yes, is this meaningful?
The authors did not report the effect size, which makes it difficult to determine whether the results are meaningful in the application context. Thus, it is difficult to understand if there is any existing meaningful difference between the variables that are being investigated, which are teacher’s characteristics and student achievement.
References
Akbari, R., & Allvar, N. K. (2010). L2 Teacher Characteristics as Predictors of Students’ Academic Achievement. Tesl-Ej, 13(4), n4.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342.
Gogtay, N. J., & Thatte, U. M. (2017). Principles of correlation analysis. Journal of the Association of Physicians of India, 65(3), 78-81.