Confirming a performance-based instructional model

08/01/2025 | PAXIS Institute |

Tested 3 alternative performance-based instructional models of academic achievement among 53 elementary school students longitudinally assessed from 1st–3rd grade (aged 5–8 yrs at initial assessment). Based upon constructs derived from a synthesis of prior experimental and descriptive studies, the models viewed growth in academic achievement as a function of exposure to academic subject matter, task quality, and student engagement. Indices for these constructs were derived from repeated measures of classroom instruction and standardized achievement tests in Grades 2 and 3. Results indicate that the best fit was achieved by a structural model including student engagement as a mediator of the effects of instruction on academic achievement.

Citation: Greenwood CR, Terry B, Marquis J, Walker D. Confirming a performance-based instructional model. School Psychology Review 1994;23:652-68.

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